Pedagogical Conditions for the Use of Andragogical Principles in the Professional Training of Teachers of Economic Disciplines

The article presents a structural and comparative analysis of the components of pedagogical and andragogical models of learning. The differences and parameters of using different models depending on educational needs are determined. The essence of the andragogical model is revealed, which takes into account the psychological characteristics of the student, gives more freedom for creative development, generates experience as a source of knowledge, skills and abilities, and uses the level of self-awareness as a lever in shaping future teachers of economics. The basic andragogical principles on the basis of which the organization of training of an adult category of the population takes place are allocated. It is revealed that the training of future specialists, which is based on andragogical principles of education, involves the transformation of students' learning activities into professional with a gradual change of cognitive needs and motives, goals, actions and means, subject and becomes professional; creation of certain pedagogical conditions for the possibility of determining the student's own goals and ways to achieve them, the transfer of his activities from study to work. The activity of the future specialist is considered as a personally significant process of formation of professional competence. The pedagogical conditions which will allow realizing and fully function the above-stated principles and will promote creation of comfortable conditions for development and optimization of educational process are characterized. The directions of integration of andragogical principles into professional training of future teachers of economic disciplines are presented.