Monitoring of Students Cogitation Style Development in Secondary Professional Education and Higher Education System

Abstract

The dynamics of cogitation style development of secondary professional education and higher education students is considered in the article. The monitoring results of cogitation style transformation (according to the educational programme chosen) are introduced. The methods of A. F. Harrison and R. M. Brainson defining 5 main cogitation styles (synthesizer, idealist, pragmatic, analyst, realist) and there combinations applied in cogitation style research is described. The possibility and reasonability of using computerized learning system in monitoring process is being validated. Educational environment of college and university influence on forming the particular cogitation style of graduates and their professional readiness (in respect of the result image of a graduate background) is analyzed. On the basis of research conducted the authors state the following conclusions. 1. Educational activity influences on forming of particular cogitation style of students. That fact is proved by the data on prioritized forming one or another specific cogitation style depending on particular speciality of secondary professional education chosen. 2. Students participation in scientific and social project activities influences on forming of analytical and idealistic cogitation styles peculiar for managers of innovation organizations. 3. Monitoring of cogitation style development of bachelor-students studying International Relations in a specially organized faculty akmeology environment demonstrated that by the moment of graduation most of the students possess pragmatic and analytic cogitation styles that provides professional readiness of the graduates to activity in international relations field.