Wyniki wyszukiwania - Biblioteka Nauki

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ПЕДАГОГІЧНІ УМОВИ ЕФЕКТИВНОЇ РЕАЛІЗАЦІЇ ПРОЦЕСУ ФОРМУВАННЯ УПРАВЛІНСЬКОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ВИКЛАДАЧА ВИЩОЇ ШКОЛИ

100%

Козлов Д.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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nr 7(41)

119-135

EN

On the basis of scientific sources study and empiric material analysis an idea of efficiency of administrative competence formation of future high school teacher which depends on totality of pedagogical terms in which it takes places offered in the article. The following pedagogical terms are offered: creation of the comfortable educational environment based on pedagogical co-operation, collaboration and co-creation of a teacher and students; the monitoring research of dynamics of future teachers administrative competence formation on the basis of qualimetric approach; technologization on the basis of qualimetric approach;technologization of administrative competence of future teacher on the basis of programmed-purpose management; strengthening of practical constituent of future teachers’ master's degree preparation by the use of the innovative educational and methodical providing. During masters’ pedagogical practice there is not only verification of theoretical and practical preparation to independent teaching work but also wide possibilities for realization of personality creative potential individual internals. Pedagogical practice promotes forming master’s creative attitude toward future professional activity, to administrative competence forming as major quality of modern high school teacher. Modernisation of pedagogical practice realization is related to deployment of innovative pedagogical technologies in combination with traditional forms and methods of studies This article analyzes issues related to the training of the future high school teacher as for realization of their professional career and personnel management of the institution in market conditions. The value strategy and strategic human resource management education necessary for the institution efficient activity and the process of readiness formation of the future high school teacher to professional careerwas shown in the article.

2

КРИТЕРІЇ ТА РІВНІ СФОРМОВАНОСТІ УПРАВЛІНСЬКОЇ КОМПЕТЕНТНОСТІ ВИКЛАДАЧА ВИЩОГО НАВЧАЛЬНОГО ЗАКЛАДУ

63%

Сбруєва А. , Козлов Д.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 3(57)

504-515

EN

The article is devoted to the problem of evaluation of the higher school teacher’s readiness to the managerial activity. It is emphasized that the intensive changes of the pedagogic systems and processes, the variability of curricula and educational technologies, the development of information and communication environment require a high level of readiness of the higher school teachers to managerial activity. In modern conditions, special importance is paid to training high school teachers of the new generation. Managerial competence as a component of teacher professionalism in modern high school provides the ability to think critically, make decisions, the ability to adapt to the dynamic conditions of life, optimize resources for the realization of personal qualities and abilities of the student, the organization his motivated creative activity. It is proved that formation of the managerial competence of the higher school teacher in the process of his professional activity requires the selection of parameters, criteria and indicators for the analysis, evaluation of the flow of the investigated process, the rationale for its development and definition of the level of the managerial competence components formation of the higher education institution teacher. Based on the qualimetrical approach that allows measuring qualitative characteristics by means of quantitative measure the card of qualimetrical evaluation of the level of the higher school teacher’s managerial competence formation is developed. The requirements for determining criteria apparatus for measuring the level of the higher school teacher’s managerial competence formation are highlighted. The following criteria of the higher education institution teacher’s managerial competence formation are offered: position-valuable, cognitive-operational, analytical and reflective. Productive, adequate and basic levels of the higher school teacher’s managerial competence formation are outlined. The present study does not exhaust all aspects of the problem and shows the need for further work in promising areas such as the search for the optimal qualitative measurement model of formation of managerial competence of teacher of high school in the system the relevant criteria, parameters and indicators; learning from the experiences of methods of assessment of formation of managerial competence of the teacher of high school in foreign countries.

3

ІНТЕРНАЦІОНАЛІЗАЦІЯ ЯК ДРАЙВЕР РОЗВИТКУ ІННОВАЦІЙНОЇ СИСТЕМИ УНІВЕРСИТЕТУ

63%

Сбруєва А. , Козлов Д.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 6(60)

71-89

EN

In the article the systemic characteristics of the phenomenon of internationalization as the driver of the universityinnovation system development are given. In order to achieve this goal the analysis of the sources and terminological analysis of its key concepts, namely “internationalization” and “innovation system” was made. The systemic nature of the analysis of the phenomenon of internationalization of higher education was assured by speculations on leading dimensions and aspects of its implementation in their relationships and interactions. Peculiarities of goal setting, semantic and procedural aspects of innovation systems’ activities are outlined at the global, geo-regional and national levels. Aims, priorities, peculiarities of structural construction, subjects and mechanisms of interaction in the innovation system of higher education are defined. The author determined subjects, objectives, strategies and mechanisms of internationalization at the global, geo-regional, national, institutional and individual levels of higher education functioning. The innovative potential of internationalization of the University, positive trends and risks of implementing this process were found. Organizational and pedagogical conditions for effective development of internationalization as a driver of University innovation system are outlined: compliance of the internationalization strategy with the mission of the university; the ratio of academic reputation and commercial interests of the University in the design and implementation of its internationalization strategy; systematic and consistent process of the internationalization coverage of all aspects of the university activities (education, science, social services) taking into account the tendencies of innovative development of each of them; the ratio of losses and benefits (human, temporal, intellectual, financial, material, etc.) in the design and implementation of academic mobility programs; adherence to international standards of quality in the process of foreign students’ teaching; motivation and organizational support of students, teachers, researchers and administrators participation in international academic and research programs, internships, academic exchange programs.

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ПРОФЕСІЙНА МОБІЛЬНІСТЬ МАЙБУТНЬОГО ВЧИТЕЛЯ ЯК ПЕДАГОГІЧНА ПРОБЛЕМА

51%

Козлова О. , Малецька Т. , Козлов Д.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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nr 7(51)

63-72

EN

The article is devoted to the problems of professional mobility of future teachers. Particular emphasis is placed on the definition of personal occupational mobility as adaptation strategies to a rapidly changing environment that is professional-pedagogical activity of a teacher. The analysis of peculiarities of professional activity of a future teacher is done. The article considers a range of theoretical and methodological foundations, which allow applying the model of modern professional mobility, which is understood as integrative quality of the personality, including motivation and values, creative, activity, reflexive components. Professional mobility of the future teacher as an integrative quality of a personality that involves the ability to flexibly adapt to change in form, content and conditions of the professional activity, readiness for ongoing self-education can be carried out in the continuous professional and pedagogical training, which is a specially organized process on the basis of systemic, synergetic, personality-centered, activity-based approaches obeying the principles of variability, and conscious perspectives, reflexive creativity, ergonomics, flexibility, reliance on experience, individual counseling. The system of formation of professional mobility, which consists of a motivational-targeted, meaningful, pupils-activity, procedure, management, evaluation-effective elements, caused by features of activity of the teacher and character requirements of a future school teacher, which is reflected in the content, forms and methods of educational process, selection of which requires the adequacy of the structural components of mobility. Effective system components of formation of professional mobility of school teachers should be taken: installation of a professional-pedagogical improvement (motivational-value component); intellectual activity (creative component); the ability to design one’s professionally-pedagogical activity and foresee its consequences (active component); the ability to understand one’s own professional and personal capabilities (reflexive component).