Адаптивна система підготовки магістрів управління закладом освіти

Abstract

Стаття присвячена розробленню адаптивної системи підготовки магістрів управління закладом освіти. Автор розкриває поняття «педагогічна система» як множину взаємопов’язаних структурних та функціональних компонентів, що підпорядковані освітній меті. Поняття «система підготовки магістрів» зазначено як різновид педагогічної системи. Виокремлено елементи, що надають системі адаптивного характеру. У статті визначено та розкрито етапи адаптивної системи професійної підготовки магістрів управління закладом освіти. Під час дослідження автор приходить до висновку, що запровадження адаптивної системи підготовки магістрів можливе за умови активізації самоосвітніх та самоорганізаційних аспектів.The article deals with the development of the system of professional master’s training of educational institution management. The author proposes to provide fast, flexible and effective training of modern professional managers, able to response rapidly to changes in the society, to make independent leadership decisions, to maintain balance and prudence in making management decisions by integrating adaptive processes in the system of master’s training. The article describes the concept of "pedagogical system" as a set of interconnected structural and functional components that are subordinate to the educational goal; "master's training system" is defined as a kind of pedagogical system. The elements that provide an adaptive nature to the system have been outlined. On the basis of the given system elements, the stages of the adaptive system of professional master’s training of educational institution management have been defined and described in the article: motivational and identification, adaptive, diagnostic and self-organizational. The motivational process of giving rise to the needs of graduate students for educational activities to achieve professional and personal goals has been covered. Studying the issue of adaptation in terms of educational science, the author has identified active and passive adaptation by the involvement of the individual in educational activities. Attention is focused on the involvement of specific support from the teacher, which is implemented with the help of pre-developed pedagogical tools – individually selected methodological, didactic, information and technological support with the materials necessary for graduate students to obtain professional competencies. Involvement of the diagnostic procedure leads to adjustment of the undergraduate adaptation process and introduction of changes to their individual adaptive development scenario. In the course of the study the author concludes that the introduction of an adaptive system of master’s training is possible subject to the shift towards the activation of self-education and self-organization aspects.