haedЧЕЛОВЕК И ОБРАЗОВАНИЕMAN AND EDUCATION1815-7041Federal State University of Education10.54884/1815-7041-2026-87-2-39-51haed-215Research ArticleСОВРЕМЕННЫЕ ПРОБЛЕМЫ ОБЩЕГО И ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯMODERN PROBLEMS OF GENERAL AND VOCATIONAL EDUCATIONПарадигма педагогической конвергенции как основа реализации педагогического сопровождения профессионализации современных аспирантовParadigm of pedagogical convergence as a basis for implementation of pedagogical support for professionalization of modern postgraduate studentshttps://orcid.org/0000-0003-2288-9915ПивневаС. В.PivnevaS. V.

Пивнева Светлана Валентиновна – кандидат педагогических наук, доцент кафедры информационных технологий, искусственного интеллекта и общественно-социальных технологий цифрового общества

Москва

Svetlana V. Pivneva – Candidate of pedagogical sciences, Associate prof. of the Department of Information Technology, Artificial Intelligence and Socio-Social Technologies of the Digital Society

Moscow

tlt-swetlana@yandex.ruРоссийский государственный социальный университетРоссияRussian State Social UniversityRussian Federation202612082026023951Copyright © Пивнева С.В., 20262026Пивнева С.В.Pivneva S.V.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://haed.elpub.ru/jour/article/view/215

В статье рассматривается трансформация роли аспирантуры в современной системе высшего образования: традиционная модель «научного ученичества» уступает место концепции профессионализации выпускника. Автор анализируeт сущность педагогического сопровождения профессионализации аспирантов как процесса фасилитации развития уже сложившейся или становления новой профессиональной идентичности, проектирования и реализации индивидуального карьерного трека выпускника аспирантуры. В статье представлен критический анализ концептуальных оснований педагогической конвергенции в контексте подготовки кадров высшей квалификации. Работа систематизирует современные подходы к педагогическому сопровождению профессионализации аспирантов и обосновывает необходимость перехода к новой образовательной парадигме. Авторoм предложена структурно-функциональная модель педагогического сопровождения профессионализации аспирантов в формате четырёхмерной экосистемы, включающей целемотивационное, содержательно-когнитивное, операционно-технологическое и рефлексивно-оценочное измерения.

This article examines the transformation of the role of postgraduate studies in the modern higher education system: the traditional model of "scientific apprenticeship" is giving way to the concept of graduate professionalization. The authors analyze the essence of pedagogical support for postgraduate student professionalization as a process of facilitating the development of an existing or emerging professional identity, as well as the design and implementation of a postgraduate student's individual career path. The article presents a critical analysis of the conceptual foundations of pedagogical convergence in the context of training highly qualified personnel. The work systematizes modern approaches to the pedagogical support of professionalization of postgraduate students and substantiates the need for a transition to a new educational paradigm. The authors propose a structural and functional model of the postgraduate professional development system in the form of a four-dimensional ecosystem, including a goal-motivational dimension, a content-cognitive dimension, an operational-technological dimension, and a reflective-evaluative dimension.

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The authors declare that there are no conflicts of interest present.