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ФОРМУВАННЯ ПОЧАТКОВОГО ПРОФЕСІЙНОГО ДОСВІДУ МАЙБУТНІХ МЕНЕДЖЕРІВ ОСВІТИ ЗАСОБАМИ ІГРОВИХ ТЕХНОЛОГІЙ НАВЧАННЯ

100%
Долженков О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 2(46)
428-437
EN
The article focuses on proving the practicability of using interactive approaches to teaching as a means of creative activity experience formation when studying at a vocational institution. Special attention is paid to the methodological aspects of game approach application in the process of training education managers due to the versatility of this teaching method. The author points out that practical and interactive components of teaching methods facilitate the increase of the efficiency of future education managers training. Besides, attention is paid to the fact that the interactive technologies, which are used at intersubject tutorials, in the process of education managers professional training allow to unite such neighboring disciplines as Theory of Management, Psychology of Management, Staff Management, Management Technique, Informational and Communicative Activity Mana¬gement. It gives an opportunity to structure the acquired knowledge, so that it forms students’ professional skills, which are necessary for the successful gaining of their future profession. The author also states, that today the variety of interactive teaching methods is rather wide. The most effective methods are business role-playing games, which are used in the system of training Master Degree students majoring in the specialty “Education Institution Management” at South Ukrainian National Pedagogical University named after K. D. Ushynsky (Odesa). Games motivate students making them the subjects of their own professional work development. Business role-playing games are characterized by the well-defined aim of studying and corresponding training result, which can be substantiated, distinguished and educationally oriented, due to which the training process is activated to the greatest possible extent. In the process of educational managers professional training game methods are used to help students understand new concepts, they develop their professional interest and make the training process more creative and interesting. The author concludes that game methods are a versatile teaching means in the process of future education managers training. They should be used with the aim of their professional competence formation.
2

РЕЗУЛЬТАТИ КОНСТАТУВАЛЬНОГО ЕКСПЕРИМЕНТУ ЩОДО ВИЗНАЧЕННЯ ПОКАЗНИКІВ СФОРМОВАНОСТІ УПРАВЛІНСЬКОЇ ПРОФЕСІЙНОЇ КУЛЬТУРИ МАЙБУТНІХ МЕНЕДЖЕРІВ ОСВІТИ

88%
Загребельна О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 6(70)
71-83
EN
The author in the article considers the results of the ascertaining experiment on determining indicators of the formation of the managerial professional culture of the future education managers at two universities. During the pedagogical research the following methods were used: an interview (a discussion, an interview, a survey), an observation, testing, studying of undergraduates’ creative works, processing and interpretation of empirical data (analytical, statistical and comparative analysis); a set of methods for psychological and pedagogical diagnostics and self-diagnostics. A set of creative tasks and tests that helped to reveal the degree of the professional competence formation among the future education managers was developed. Incoming diagnostics as the first stage of experimental work was focused on determining the level of the previously acquired level of competence in reference to its theoretically defined components, on the students’ attitude towards the formation of professional competence in general, and also on the defining of a value hierarchy among the future managers. The research of competence components provided for the identification of their implementation degree (formation) and their special formation assurance in the training process for the future education managers. Knowledge and skills of future education managers are mostly general, not systematized, fragmentary, but it must be stated that future heads of educational institutions are familiar with certain managerial regulations in regard to the activities of a comprehensive school manager, and the situation with the understanding of the activity of a higher education institution manager is much worse. Thus, the experiment made it possible to verify that the competence of teachers does not have narrow professional boundaries, since they require a constant comprehension of pedagogical, social, psychological etc. problems related to education, first of all - with the issues of effective management of educational organizations.
3
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Development of Management Competences of an Educational Manager in the Effective Organization of the Educational Process

75%
Tovkanets O.
Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
|
2022
|
vol. 35
|
issue 2
197-207
PL
Celem artykułu jest określenie roli i znaczenia kompetencji zarządczych menedżera oświaty w skutecznej organizacji procesu edukacyjnego. W procesie badawczym zastosowano następujące metody badań naukowych: analizę teoretyczną w celu określenia głównych podejść koncepcyjnych do rozwoju kompetencji menedżerskich i jej roli w organizacji procesu edukacyjnego; strukturyzację w celu zidentyfikowania i scharakteryzowania składowych działań zarządczych; uogólnienie, czyli formułowanie wniosków dotyczących pedagogicznych uwarunkowań rozwoju kompetencji zarządczych menedżera oświaty. Usystematyzowano funkcje uniwersalne (rozwój i podejmowanie decyzji/planowanie, organizacja określonych zadań, korekty, księgowość i kontrola) oraz komponenty zarządzania (diagnostyczne, prognostyczne, projekcyjne, organizacyjne, komunikacyjno-motywacyjne, emocjonalno-wolicjonalne, porównawczo-ewaluacyjne). Zidentyfikowano pedagogiczne uwarunkowania rozwoju kompetencji zarządczych menedżerów oświaty: związek między treścią doskonalenia szkolenia menedżerskiego kierowników oświaty a specyfiką realizacji regionalnej polityki edukacyjnej; zdalne wspomaganie procesu edukacyjnego nastawionego na rozwój kompetencji zarządczych, w którym dokonywana jest celowa pośrednia lub częściowo pośrednia interakcja między menedżerem oświaty a kadrą niezależnie od ich lokalizacji; budowanie indywidualnych trajektorii edukacyjnych uczniów, które realizowane są w oparciu o podejście osobowościowe, a także uwzględniające trudności i potrzeby zawodowe.
EN
The article substantiates the role of improving the managerial competence of the education manager in ensuring the effectiveness of the organization of the educational process. The purpose of the article is to determine the role and importance of managerial competence of the education manager in ensuring the effectiveness of the organization of the educational process. In the process of research, the following methods were used: theoretical analysis – to determine the main conceptual approaches to the development of managerial competence and its role in the organization of the educational process; structuring – in order to identify and characterize the components of management activities; generalization – to formulate conclusions on the pedagogical conditions for the development of managerial competence of the education manager. The managerial competence in the structure of professional activity of the manager of education as possession by the expert of scientifically substantiated means of the decision of administrative problems is defined, the main component of which is the possession of cultural means of identifying and solving organizational and managerial problems. Systematized universal functions (development and management decision making [planning], organization of certain tasks, adjustments, accounting and control) and components of managerial activity (diagnostic, prognostic, projective, organizational, communicative, motivational, emotional-volitional, comparative-evaluative) have been outlined. The pedagogical conditions for the development of managerial competence of education managers are identified: the relationship between the content of improving the management training of education managers with the peculiarities of the implementation of regional educational policy; remote support of the educational process aimed at the development of managerial competence, in which purposeful indirect or partially indirect interaction between the education manager and staff is carried out regardless of their location; building individual educational direction of students, which is carried out on the basis of personality-oriented approach, as well as taking into account professional difficulties and professional needs. 
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