The article offers solutions for the problems of pedagogical activity in constructs and models of pedagogical support in the system of continuous education. The study defines types and subtypes of pedagogical support; it reveals various models describing the typology and nuances of pedagogical support as a product of the development of modern education. The authors offer a nonlinear model of the principles of pedagogical support, which allows them to characterize the specifics and possibilities of pedagogical activity in the structure of the implementation of the foundations of continuing education. The specifics of the construction and integration of the principles of pedagogical support into the system are justified by the traditional understanding of the implementation of any pedagogical process, including the pedagogical support process. The pedagogical conditions for optimizing the quality of pedagogical support are determined in solving the developmental tasks of the student involved in the system of continuous education that determines the conditions and approaches, forms and methods, tools and constructs, technologies and models of pedagogical support as forms of self-organization of the quality of pedagogical activity in the structure of productive search and implementation of the fundamentals state policy in the structure of services provided in the system of educational organizations, which determine one’s inclusion the system of continuous education. Pedagogical support determines the prospects for the construction, refinement and use of pedagogical technologies, which take into account the age, level of formation and development of needs, motives, goal-setting and other intrapersonal neoplasms. The success of solving the tasks of pedagogical activity directly depends on the quality and the possibilities of solving the problems of pedagogical support of the student.
pedagogical support, pedagogical modeling, pedagogical methodology, model of pedagogical support, principles of pedagogical support, pedagogical conditions for optimizing the quality of pedagogical support