Theory and methodology of teaching and upbringing in vocational education in the framework of the study of history and social studies
https://doi.org/10.54884/2414-1186-2025-8-2-010
Abstract
Aim. To examine the theoretical and methodological foundations of integrating teaching and upbringing in history and social science lessons within the system of secondary vocational education (SVE) and to develop practice-oriented pedagogical approaches.
Procedure and methods. The research was based on the methodology of systemic, competence-based, and person-activity approaches. The study employed methods of theoretical analysis (scientific literature, Federal State Educational Standards for SVE), pedagogical observation, surveying, and analysis of learning outcomes. The article presents the results of testing active and interactive teaching methods (case technologies, project activities, debates), which proved their effectiveness in increasing learning motivation and forming general and professional competencies among students.
Research implications. The theoretical significance lies in the systematization of methodological approaches to teaching humanities in SVE, taking into account its professional specificity. The practical significance is represented by the developed recommendations for contextualizing the content of the subjects “History” and “Social Science” according to the training profile, which can be used to improve curricula and training sessions.
About the Author
Darya E. Solodovnikova
Arzamas Technical School of Construction and Entrepreneurship, Arzamas, Nizhny Novgorod region
Russian Federation
Russian Federation
Teacher of History and Social Studies
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Review
For citations:
Solodovnikova D.E. Theory and methodology of teaching and upbringing in vocational education in the framework of the study of history and social studies. MODERN ADDITIONAL PROFESSIONAL PEDAGOGICAL EDUCATION. 2025;8(2 (30)). (In Russ.) https://doi.org/10.54884/2414-1186-2025-8-2-010
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