THEORETICAL AND PEDAGOGICAL BACKGROUNDS OF TRAINING FUTURE AGRARIANS IN HIGHER EDUCATION INSTITUTIONS: THE EXPERIENCE OF GREAT BRITAIN
Abstract
The aim of the article is to analyze the development of theoretical and pedagogical ideas in the field of training future agrarians in institutions of higher education of the country. As a result of the research, the author’s concepts of students’ learning are reviewed; the leading educational models (teaching paradigm and learning paradigm) are compared. The special mention is given to the goal and objectives of professional agrarians training in the context of the requirements of the ХХІ century. In the conclusion it is emphasized that the priority criteria for the effectiveness and quality of modern professional training future agrarians are their ability for independent learning, personal and professional development.
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