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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.
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