Trans-perspective technologies in the formation of the vocational and educational space of students

Digital economy in professional standards sets high requirements for the competencies of specialists, necessity of acceleration and continuation of professional development, introduction of modes of distance learning. Students have contradictions and chronological gaps between the new virtual educational content and previously obtained real experience, modern styles of professional activity and traditional patterns of performance of labor functions, between current information from Internet sources and well-known fundamental knowledge in the subject area. As a result, it becomes difficult to implement educational strategies and trajectories, as well as to develop professional competencies. To solve this problem, it is suggested to distinguish a class of trans-perspective pedagogical technologies. Their pedagogical impact is based on the creation of spatial and temporal relationships (trans-perspectives) between various educationally significant events. The trans-perspective reverse-methodologies identified by the authors have these opportunities and are based on case studies, professionally-oriented complex projects, end-to-end design based on reverse-engineering and prototyping, the “Swing of Time” methodology based on visualization. Diagnostics of the results of the experiment with students of various training areas proves an increase in the level of formation of the continuous professional and educational space of the student due to the reduction of educational risks and the creation of a professional and educational trans-perspective as a purposeful combination of the multidimensional experience of the past, knowledge of the present and forecasts of the future in the educational process.