Content, structure and essence of professional development of a future designer: theoretical analysis

UDC 378::74
DOI 10.20339/AM.06-26.042

Dmitrii A. Tkachenko, Professor, Department of Decorative Art and Design; Director of the Institute of Art Education, Herzen State Pedagogical University of Russia, St. Petersburg, AuthorID: 722278, https://orcid.org/0000-0003-4000-5466, Scopus AuthorID: 57369381600, e-mail: d.a.tkachenko@yandex.ru

The relevance of the study is determined by the transformation of the role of design in modern society: from the aestheticization of the objective environment to a tool for solving complex sociocultural problems. This problem acquires particular significance in the context of a pedagogical university, where the training of a future designer has a binary nature, combining the formation of design competencies and readiness for pedagogical activity. The aim of the study is to identify the essence, component composition and structural organization of the professional development of a future designer as a specific pedagogical phenomenon determined by the conditions of training in a pedagogical university. The specificity of the pedagogical phenomenon of professional development of a designer in a pedagogical university is revealed, which consists in the ambivalence of the vector of student’s personality development, the synthesis of project and pedagogical activity, the formation of a special type of specialist — ‘teacher-designer’. The proposed structural-content model can serve as a theoretical basis for designing educational programs and diagnosing the level of professional development of design students in a pedagogical university.

Keywords: design education, professional development, project culture, designer competencies, form creation, participatory design, transprofessionalism, reflexive-creative component, pedagogical university, teacher-designer

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