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1

ІННОВАЦІЙНА МОДЕЛЬ УПРАВЛІННЯ ТАЛАНТАМИ У ВИЩОМУ НАВЧАЛЬНОМУ ЗАКЛАДІ

100%
Бойченко М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 10(54)
17-24
EN
Based on the study of progressive foreign experience the innovative model of talent management in higher education institution is developed in the article, which includes task, conceptual, content, procedural, and evaluative components. The essence of the concept “talent management” in foreign scientific and educational discourse is revealed. The conceptual component contains the original provisions relating to talent management as innovative activities of higher education institutions, namely: methodological approaches, general and specific principles of staff management. In the framework of the content component the content of the talent management process at the university is disclosed, which covers the blocks-directions oriented at the formation of professional, personal and behavioral components of leadership in pedagogical personnel of higher educational establishments. The procedural component of the model provides a mapping of the systemic nature of talent management process in higher education institution. In the frames of the procedural component the stages of talent management process, which effectiveness depends on a number of organizational and pedagogical conditions, are identified, including: creating in the higher education institution the environment, which is favorable for professional development of all staff; forming organizational culture of the university; developing clear and transparent strategies to retain and encourage talent at the higher education institution. Evaluative component allows to define criteria and indicators and to determine the results of the talent management process in the higher education institution. The progressive conceptual ideas of foreign experience that can be used in the practice of Ukrainian universities are defined, namely: creation of human resources departments at every Ukrainian university; development of human resources management policies, which must include strategies for talent management; creation and implementation of programs for talent management/professional development aimed at training highly skilled workers of different levels.
2

ЗАРУБІЖНИЙ ДОСВІД УПРАВЛІННЯ ТАЛАНТАМИ У ВИЩОМУ НАВЧАЛЬНОМУ ЗАКЛАДІ: ВИТОКИ Й СУЧАСНІСТЬ

100%
Бойченко М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 8(52)
194-204
EN
The article is devoted to foreign experience of talent management in higher education institution as an innovative activity. In the article talent management is defined as a set of tools of personnel management, which enable organizations to attract, use effectively, and retain employees who make significant contributions to the development of the organization. The historical origins of talent management as part of development of the theory of human resources are described. It is defined that the term “talent management” began to be used in 50-ies of the XXth century that was characterized by the development of large corporations because small firms, which functioned until that time, despite small number of workers, did not have objective needs in talent management. Two models of talent management in the process of historical development are characterized, namely external and internal talent management. The factors that influence development of talent management in the sphere of higher education (increasing competition between higher education institutions; necessity of nurturing talent within the education institution; need to address staffing issues in the future; problems of recruitment and retention faced by the universities; demographic changes and changes in the external labour market; lack of qualified personnel; underutilization of the experience and capacity of current workforce) are revealed. The advantages of implementing talent management in higher education institution (reducing the cost of employing staff due to a reduction in staff turnover; effective knowledge management and knowledge transfer; provision of modern services and modern products; creation of competitive advantage; reduction of risks in employment; improvement of relations with clients (consumers of educational services); maintenance of personnel potential at the proper level) are analyzed. The strategies for talent management in higher education is defined, namely: talent management for institutional development; relationship of talent management with new projects of a higher education institution or its departments; relationship of talent management with institutional efficiency; relationship of talent management with institutional innovation.
3

МЕНТОРСТВО ЯК ФОРМА ПІДТРИМКИ ОБДАРОВАНИХ І ТАЛАНОВИТИХ У КРАЇНАХ ЄС ТА США

100%
Бойченко М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 7(41)
3-9
EN
In the article the essence of mentoring as a form of support for gifted and talented in the EU and USA is revealed. The genesis of the concept of «mentoring» in the scientific-pedagogical literature is traced. The functions of a mentor who works with gifted and talented are outlined, namely: role-modeling, intellectual stimulation, emotional support, emotional protection, knowledge transfer, encouragement and cognitive confidence. The types of mentoring are analyzed, among them: mentoring by older fellow, academic mentoring, professional mentoring and others. The peculiarities of telementoring i.e. mentoring with the help of information and communication technologies, particularly the Internet, are described by the author. It is established that the common goal of all telementoring programmes is to provide individual academic, motivational and emotional support to the students by means of information and communication technologies. Three types of telementoring programmes are characterized: programmes that provide consultations of mentors-experts on specific issues; programmes in the frames of which a mentor works with one particular student; programmes that provide working in partnerships. The advantages of telementoring over the traditional mentoring are shown: an opportunity to communicate with a great number of professionals; an opportunity to choose the mentor who best matches the student despite geographical boundaries; conditions for consistent, regular, convenient interaction between mentors and students; an opportunity for the pupils/students to work on long-term projects under the guidance of the mentors, and for the mentors to see the results of their impact. It is concluded that the analysis of the experience of pedagogical support of gifted and talented in the EU and the USA allows the author to reveal the essence of mentoring that involves: developing potential of gifted and talented, their creativity, helping underachieving gifted and talented, encouraging the development of talent throughout life through specially organized one-to-one interaction with the mentor. Further study can be directed at telementoring programmes that have been introduced in European countries and the USA to identify opportunities for implementation of good practices in Ukraine.
4

ЗАРУБІЖНИЙ ДОСВІД УПРАВЛІННЯ ТАЛАНТАМИ У ВИЩОМУ НАВЧАЛЬНОМУ ЗАКЛАДІ: ВИТОКИ Й СУЧАСНІСТЬ

100%
Бойченко М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 7(51)
434-444
EN
The article is devoted to foreign experience of talent management in higher education institution as an innovative activity. In the article talent management is defined as a set of tools of personnel management, which enable organizations to attract, use effectively, and retain employees who make significant contributions to the development of the organization. The historical origins of talent management as part of development of the theory of human resources are described. It is defined that the term “talent management” began to be used in 50-ies of the XXth century that was characterized by the development of large corporations because small firms, which functioned until that time, despite small number of workers, did not have objective needs in talent management. Two models of talent management in the process of historical development are characterized, namely external and internal talent management. The factors that influence development of talent management in the sphere of higher education (increasing competition between higher education institutions; necessity of nurturing talent within the education institution; need to address staffing issues in the future; problems of recruitment and retention faced by the universities; demographic changes and changes in the external labour market; lack of qualified personnel; underutilization of the experience and capacity of current workforce) are revealed. The advantages of implementing talent management in higher education institution (reducing the cost of employing staff due to a reduction in staff turnover; effective knowledge management and knowledge transfer; provision of modern services and modern products; creation of competitive advantage; reduction of risks in employment; improvement of relations with clients (consumers of educational services); maintenance of personnel potential at the proper level) are analyzed. The strategies for talent management in higher education is defined, namely: talent management for institutional development; relationship of talent management with new projects of a higher education institution or its departments; relationship of talent management with institutional efficiency; relationship of talent management with institutional innovation.
5

ОРГАНІЗАЦІЯ НАВЧАННЯ ОБДАРОВАНИХ УЧНІВ У РОЗШИРЕНИХ ШКОЛАХ ВЕЛИКОБРИТАНІЇ

100%
Бойченко М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 10(44)
168-174
EN
The article deals with peculiarities of organization of gifted and talented pupils learning in the extended schools in Great Britain. It is emphasized that Ukrainian term «gifted» corresponds to British «gifted and talented», but at the same time each of the constituents have different meaning. The term «gifted» describes pupils who have the ability to excel academically in one or more subjects such as English, Drama, Technology; the term «talented» refers to the pupils who have the ability to excel in practical skills such as sport, leadership, and artistic performance. In comparison with their peers, when engaged in their area of expertise, gifted and talented pupils will tend to show a passion for particular subjects / areas of interest and seek to pursue them; master the rules easily and transfer their insights to new problems; analyze their own behaviour and use a greater range of learning strategies than others (self-regulation); make connections between past and present learning; demonstrate intellectual curiosity; show intellectual maturity and enjoy engaging in depth with subject material; actively and enthusiastically engage in debate and discussion on a particular subject; and produce original and creative responses to common problems. It is found out that extended schools are an innovative type of educational institutions, which, along with education, provide a wide range of health and social services. The directions in which extended schools provide their services are characterized. They include: childcare,healthandsocialcare, lifelonglearning, familylearning, parentingsupport, studysupport, sportsandarts,and ICT. Based on the analysis of the proposition of services it is proved that extended schools best meet the needs of gifted and talented pupils, because they provide opportunities for the full development of the personality, which is extremely important for artistic, technical, sports gifted pupils, and twice exceptional gifted pupils with special educational needs. Taking into consideration the importance of the problem of versatile development of gifted pupils and the necessity of finding the ways to reveal their potential, the perspectives for further research the author sees in identifying the opportunities for the implementation of British experience in the practice of Ukrainian education.
6

ЗАРУБІЖНІ ПСИХОЛОГО-ПЕДАГОГІЧНІ КОНЦЕПЦІЇ ОБДАРОВАНОСТІ: СУЧАСНИЙ СТАН

100%
Бойченко М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 4(58)
33-42
EN
In the article the modern theoretical conceptions (models) of giftedness and talent development in the foreign psychological-pedagogical discourse are revealed, in particular, J. Renzulli’s “Enrichment triad model” (focuses on talent development in childhood and adolescence; the basis for talent development in this model are: 1) above average cognitive abilities; 2) creative abilities; 3) readiness to perform tasks); J. Piirto’s “Pyramid model” (the basis for talent development constitute natural abilities that should be developed through the improvement of psychological and cognitive skills); F. Gagné’s “Differentiated Model of Giftedness and Talent – DMGT” (describes the talent development process as the transformation of the outstanding natural abilities or gifts to the outstanding skills that are being systematically developed, and determine the skill or talent in a particular field of activity); J. C. Stanley’s “Talent search” (aims to identify the peculiarities of the mathematically gifted students’ abilities development; an important component of the model is testing in such key cognitive areas as verbal, mathematical, and spatial reasoning using the high-level tools to accurately measure the ability of gifted students); K. Heller’s “The Munich model of giftedness and talent” (provides for the development of natural abilities (factors of talent) in a number of spheres under the influence of internal and external factors (moderators). Considered in the article foreign psychological-pedagogical conceptions of giftedness allow concluding that they are practice-oriented in nature, since they are aimed not only at theoretical explanation of the phenomenon of giftedness and mechanisms of its development, but are the theoretical and methodological basis of the education of gifted students in secondary schools. It is proved that the systemic nature of the most conceptions revealed in this article ensures the integrity of the educational process of gifted children and youth at different stages of talent development, starting with the identification process. In the future, with the aim of a thorough reflection of the designated problem it is expedient to study foreign philosophical and medico-biological conceptions of giftedness.
7

ДІЯЛЬНІСТЬ МІЖНАРОДНИХ ОРГАНІЗАЦІЙ У СФЕРІ ОСВІТИ ОБДАРОВАНИХ І ТАЛАНОВИТИХ ШКОЛЯРІВ

100%
Бойченко М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 5(49)
33-40
EN
The article reflects target priorities, content and procedural aspects of activities of international organizations in the sphere of gifted and talented education. It is proved that discussed in the article international organizations are innovative educational networks, as they are characterized by a complex branched structure of the partnership. It is found out that these organizations have the common mission of developing the potential of gifted and talented children through the organization of cooperation of all stakeholders – teachers, parents, scientists, community, education policy makers and actually gifted individuals. The mission is being implemented in the number of tasks, namely: ensuring exchange of information, progressive ideas and experience through international conferences (annual or biannual depending on the organization); creation of an atmosphere of acceptance and recognition of gifted and talented children with different levels of training in any country; support and dissemination of the research on the nature of giftedness, talents, creativity, and the education of gifted and talented children and their teachers; providing opportunities for professional development of teachers working with gifted children of different ages; establishing and support a national education networks in education of gifted and talented children in the countries; support of international programs for gifted children; promoting training for parents and families raising gifted children to achieve full potential of each child. It was determined that the most common forms of exchange of experience are regular international, national and regional conferences (e.g. WCGTC World Conference, International ECHA Conference), which also include the involvement of all actors in the process, as well as publishing specialized research journals on education of the gifted and talented. Considering the fact that all of the organizations are focusing on the professional development of teachers as the main agents of change the prospect of further research could be the internationalization of professional development programs for teachers working with gifted and talented students.
8

ПРОГРАМИ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ДО РОБОТИ З ОБДАРОВАНИМИ І ТАЛАНОВИТИМИ ШКОЛЯРАМИ В УНІВЕРСИТЕТАХ США, КАНАДИ ТА ВЕЛИКОБРИТАНІЇ

100%
Бойченко М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 1(45)
10-17
EN
In the article the programs of future teachers’ professional training to work with gifted and talented students at universities in the USA, Canada and the UK are characterized. It was found out that training of future teachers to work with gifted and talented in the USA, Canada and the UK is paid different attention, despite the fact that such a need is a nationally recognized educational priority policy in all countries. In the UK and Canada training teachers to work with this category of the students is carried out in the frames of «Special education» course. Unlike the UK, Canada introduced a number of elective courses in the frames of gifted and talented education master programmes for the teachers. In the USA, unlike the UK and Canada, a wide range of training programmes for future teachers to work with gifted and talented are introduced. The programme Master of Education in Instruction: Gifted and Talented, introduced at Wilmington University, is analyzed. This programme provides the candidates with theoretical knowledge and practical experience needed to enhance learning of gifted and talented pupils and ensuring their effectiveness as teachers and school leaders in education of gifted and talented. The program M. Ed. in Instruction: Gifted and Talented consists of 33 credits, among which 15 credits – special subjects related to the education of gifted and talented (Psychology of Gifted and Talented Learners – 3 credits, Curriculum Design and Instructional Strategies for G/T Learners – 3 credits, Creativity and Critical Thinking – 3 credits, Practicum: Gifted and Talented Learners – 3 credits); and 18 credits – core courses, including: Education for Equity and Social Justice – 3 credits, Assessment and Evaluation – 3 credits, Instructional Design – 3 credits, Culture and Learning Environments – 3 credits, Action Research – 6 credits. In order to complete practical assignments, the students have to undergo practical training in an educational institution or training centre. In addition, the student must prepare an E-Folio. Successful completion of the graduate program allows obtaining a qualification of a teacher of gifted and talented. Further research can be directed at comparative analysis of the graduate programmes of gifted and talented teachers in different US states.
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