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1

ФОРМУВАННЯ УПРАВЛІНСЬКОЇ КУЛЬТУРИ МАЙБУТНІХ ПЕДАГОГІВ У КОНТЕКСТІ ОРГАНІЗАЦІЇ САМОСТІЙНОЇ РОБОТИ З ПЕДАГОГІЧНИХ ДИСЦИПЛІН

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Чернякова Ж.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 8(72)
199-216
EN
The urgency and significance of the managerial aspect of professional training of the future teachers at a pedagogical higher education institution is due to new priorities and socio-cultural values of the 21-st century, aimed at innovating the content, means, forms and methods of their vocational and pedagogical training. Modernization of the system of higher education requires the efforts of pedagogical workers to develop the creative potential of the participants of the educational process. Thepurposeofthestudyustohighlightthemainapproachestothedefinitionoftheessenceoftheconceptsof “culture”, “activity”, “management”, “managementculture”, “managementcultureof students-bachelors ofpedagogicalhighereducationinstitutions”; to define andcharacterize the structuralcomponentsofmanagement culture (motivational-value, cognitive, operational-activityand managerial-analytical). The methodologicalbasisofresearchconsistsofgeneralscientificmethods: analysis, synthesis, systematizationinordertofindoutthestateof the developmentoftheproblemunderstudy; comparison, generalizationinordertoformulateandconcretizethefindingsofthestudy. Theresearchdeterminesthestructuralcomponentsofmanagementcultureof the future teachers: motivational-value, cognitive, operational-activityand managerial-analytical. Thus, the motivational-value componentreflectsthesystemofmotivesandvalueorientationsof the studentsonthesuccessof the activitiesrelatedtotheformationofmanagementcultureanddirectlyinmanagementactivities. Thecognitivecomponentcharacterizesthepresenceofthestudentsofprofessionallyorientedknowledgenecessaryformanagementfunctionsand a creativeapproachtothesolutionofmanagerialtasks. The operational-activity componentreflectsthepresenceof prognostic-diagnostic, communicative, organizational, regulatoryand control-correction skillsandabilitiesof the students.Management-analytical componentcharacterizesthepresenceof the students’ communicativeandorganizationalskills, leadershipqualitiesandtheabilitytomakemanagerialdecisionsfortheeffectiveimplementationofprofessionalactivities. Theconductedresearchmakesitpossible todeterminetheperspectivedirectionsoffurtherdevelopmentof theproblemofformationofmanagement cultureof the future teachers: thestudyofthepeculiaritiesofformationof themanagementcultureof the students-masters inthecontextoforganizationofindependentwork on pedagogicaldisciplines.
2

ІННОВАЦІЙНІ ПІДХОДИ ДО ПІДГОТОВКИ МАГІСТРІВ СОЦІАЛЬНО-ПЕДАГОГІЧНОЇ ГАЛУЗІ: ЗАРУБІЖНИЙ ДОСВІД ВЕЛИКОЇ БРИТАНІЇ

100%
Чернякова Ж.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 4(48)
141-151
EN
The article is devoted to description of innovative approaches to training masters of social and educational sector in the UK. The content and procedural aspects of the social workers are analyzed. The author has determined the activities of the Central Council for Education and Training in the sphere of social work and defined the basic documents which set the directions of its development, the only state requirements to specialist diploma in social work, the selection procedure applicants, training programs based on academic schools for different specializations areas of social work, qualification requirements for the Diploma single social worker. The author has noted that strict selection for the profession of a social worker operates in the UK, but the criteria in various educational institutions differ a little bit. But several common requirements can be identified: the presence of high school assessments, a thorough knowledge of core subjects, physical and emotional stability, social maturity, the recommendation of the school of moral and personal qualities. Selection shall foster commission that draws attention to age restrictions, the practical experience of social work, the overall level of entrants to teaching in a higher institution, self-discipline and so on. Systematization and summarizing the results of the comparative analysis of socio-pedagogical education in the UK and Ukraine make it possible to conclude that definite differences are observed with similar approaches to the construction of basic educational model of social pedagogy. Despite the fact that countries have a multi-level system of training social workers, vocational training process based on values and ethical principles of social and educational activities, there is a tendency to build in the terms of lifelong education. In the context of our study innovative approaches to training masters of social and educational sphere UK, including interdisciplinary, systematic, competence, empirical approaches to creating programs of practice may be distinguished. A promising direction for further study can be learning and active implementation of integrative and modular, reflexive and management technology of professional and personal development of a social worker.
3

THE FORMATION OF INTERNATIONALIZED EDUCATIONAL SPACE AS A COMPARATIVE PEDAGOGICAL PROBLEM

100%
Чернякова Ж.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 2(46)
56-66
EN
The article is devoted to defining and characterizing the levels of internationalization of educational space, clarifying the internationalization priorities of educational space.Understanding the key features of the world educational space it is revealed that internationalization is a major condition and means of its development. It should be stressed that the scientific works of Ukrainian and Russian researchers on the analysis of modern educational space have played a great role in the study of the analyzed phenomenon. Thus, the essential characteristics of educational space are given in the works of N. Bordovskaya, B. Vulfson, its structure – in the works of Z. Batyukova, A. Liferov, A. Tsymbalar; the characteristic of its levels are presented in the research of A. Liferov, A. Novikov, modeling and typology of educational environment – in the works of V. Yasvin. The analysis of theoretical achievements has allowed the author to systematize the internationalization of educational space and its levels; to establish the analogies in the characteristic of dimensions of internationalization of education and the levels of educational space. An important role in solving the tasks has been played by the researches of the scientists who defined the key characteristics of educational space. The author defines the international, European, national, regional, institutional levels of internationalization. It is found that at every level the process of internationalization is recognized as a catalyst for developing the international educational space. The current understanding of the internationalization presents it as the integration of the international dimension in teaching and learning, research, social services institution; in the development of educational strategies aimed at forming global thinking of the youth from the perspectives of the development of modern society. The international dimension is established a specific feature of the internationalization which aims to develop a multicultural society, experience, knowledge, values and skills through a transformation and enrichment of international color. The main priorities of internationalization of educational space are to build an open system of education without borders, the transition to high-quality education for all, improving international education standards, expanding and deepening international cooperation in education on the basis of the partnership of the state and its individual members, training of highly qualified teaching staff with prevailing international competence.
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