Ding Yujing. Professional and Pedagogical Self-Design of Future Education Managers: Theoretical Aspects

(2019) Science and education, 2, 34-43. Odessa.

Ding Yujing,
  Post-graduate student,  Department of Educational Management and Public Administration,
  South Ukrainian National Pedagogical University named after K. D. Ushynsky,  26, Staroportofrankivska Str., Odesa, Ukraine 


PROFESSIONAL AND PEDAGOGICAL SELF-DESIGN OF FUTURE EDUCATION MANAGERS: THEORETICAL ASPECTS 


SUMMARY:

The article considers self-design as an important element for the professional and pedagogical training of future education managers. It is noted that the specialists’ professional activities cannot be sufficient for quality without the formation of prognostic and design competencies. The concentration of individual experience in solving professional problems provides act-psychological competence. The manager of a modern educational institution is a professional who consciously and constantly improves his/her qualifications not only by means of organized forms, but also in the course of self-knowledge, self-diagnosis, self-design, and self-improvement. The article analyzes the main components of education management, reveals the essence of the concept of “self-design” and shows a comparative analysis of various theoretical and methodological approaches (activity, subject, complex, functional role-playing, acmeological) to describe the theoretical and methodological approach of self-designing future managers in interpreting various scientists. Self-design is considered as the personal ability of the future personnel to the inclusion in the system of self-determined and self-controlled activities which aim at increasing the efficiency of professional activity and self-improvement of personal qualities. The real methodological basis for effective professional and pedagogical self-design for future education managers is synergetic acmeology, which explores the regularity of attaining the maximum perfection by an arbitrary system of self-organization. Synergetic acmeology contains the theory of social synergetics and the theory of acmeological development. Synergetic acmeology is a practical application of the philosophy’s success, which is reflected in its sections: synergetic carherology, synergetic catabology, synergetic ethnology. Based on the analysis, it was concluded that self-design is the process of identifying possible options for combining means, goals, spatial and temporal parameters of activity to find the most acceptable, optimal option for the development and improvement of the personality. The result of self-design is various projects (options) for future activities, various types of Self-concept. Self-design is the desire of a person to improve his/her Self-concept in various areas of life.


KEYWORDS:

 acmeology, future education manager, prognostic competence, self-design, synergetic acmeology, theoretical and methodological approaches, educational institutio.


FULL TEXT:

 


REFERENCES:

1. Budanov, V. G., Zhuravlev, V. A. & Kharitonova, V.A. Upravlenie obrazovatelnym protsessom v sovremennykh usloviiakh: innovatsiia i problemy modelirovaniia [Management of the educational process in modern conditions: innovations and problems of modeling]. Retrieved from http://spkurdyumov.ru/education/upravlenie- obrazovatelnym-processom/2/ [in Russian].
2. Bobryshov, S. V. & Kolosova, N. V. (1999). Upravlenie obrazovatelnym protsessom kak sotsialnaia tekhnologiia [Management of the educational process as a social technology]. Vestnik SevKavGTU – Herald of the North Caucasian State Technical University, 1. 73-78 [in Russian].
3. Slastenin, V. A., Isaev, I. F., Mishchenko, A. I. & Shiianov, E. N. (1977). Pedagogika: uchebnoe posobie dlia studentov pedagogicheskikh uchebnykh zavedenii [Pedagogy: textbook for students of pedagogical educational institutions]. Moscow: Shkola-Press [in Russian].
4. Simonov, V. P. (1997). Pedagogicheskii menedzhment: 50 nou-khau v oblasti uprvleniia obrazovatelnym protsessom [Pedagogical management: 50 know-how in the field of educational management]. Moscow [in Russian].
5. Bespalko, V. P. (1989). Slagaemye pedagogicheskoi tekhnologii [The components of educational technology]. Moscow: Pedagogika [in Russian].
6. Baimoldaev, T. M., Bezrukov, V. I., Noskov, I. A. & Solovova, N. A. (2007). Pedagogicheskii menedzhment i upravlenie razvitiem obrazovaniia. Kollektivnaia monografiia. [Pedagogical management and education devel-opment management] Almaty-Samara [in Russian].
7. Sait "Studopediia-vasha shkolapediia" [Site "Studio-your school-pedagogy"]. Retrieved from http://studopedia.ru/view_ekonomteor.php?id=73 [in Russian].
8. Zakharov, A. V. (2009). Formirovanie prognosticheskikh umenii studentov pdagogicheskogo vuza (na materialakh izucheniia distsiplin psikhologo-pedagogicheskogo tsikla) [Formation of prognostic skills of students of a pedagogical university (on the materials of studying the disciplines of the psychological-pedagogical cycle)]. Extended abstract of candidate’s thesis. Novokuznetsk [in Russian].
9. Kabanska, O. S. (2011). Formuvannia vmin pedahohichnoho prohnozuvannia v maibutnikh uchyteliv u navchalnii diialnosti [Formation of pedagogical forecasting skills for future teachers in educational activities]. Extended abstract of candidate’s thesis. Kharkiv [in Ukrainian].
10. Sevastiuk, M. S. (2000). Formuvannia prohnostychnykh znan ta vmin u studentiv pedahohichnykh fakultetiv [Formation of prognostic knowledge and skills among students of pedagogical faculties] Extended abstract of candidate’s thesis. Kiev [in Ukrainian].
11. Leontev, A. A. (2001). Chto takoe deiatelnostnyi podkhod v obrazovanii? [What is an activity approach in education?]. Nachalnaia shkola: plius-minus – Primary school: give or take, 1. [in Russian].
12. Abulkhanova, K. A. (2002). Rubinshteinovskaia kategoriia subieekta i ee razlichnye metodologicheskie znacheniia [Rubinstein category of the subject and its various methodological meanings]. Psikhologiia individualnogo i gruppovogo subieekta – Psychology of the individual and group subject (pp. 34-50). Moscow: PER SE [in Russian].
13. Antsyferova, L. I. (2000). Psikhologicheskoe soderzhanie fenomena subieekt i granitsy subieekt-deiatelnostnogo podkhoda. [The psychological con
tent of the phenomenon of the subject and the boundaries of the subject-activity approach]. Problema subieekta v psikhologicheskoi nauke – Subject Problem in Psychology (pp. 27-42). Moscow: Akademicheskii prospekt [in Russian].
14. Brushlinskii, A. V. (1992). Problema subieekta v psikhologicheskoi nauke (statia vtoraia). [The problem of the subject in psychological science (article two)]. Psikhologicheskii zhurnal – Psychological Journal, (Vols. 13), 6. 3-12 [in Russian].
15. Zankov, V. V. (2005). Psikhologiia ponimaniia: problemy i perspektivy. [The psychology of understanding: problems and prospects]. Moscow: IP RAN [in Russian].
16. Sergienko, E. A. (2008). Subieektnaia reguliatsiia sovladaiushchego povedeniia [Subject regulation of coping behavior] (pp. 67-82). Moscow: Institut psikhologii RAN [in Russian].
17. Ganzen, V. A. (1984). Sistemnye opisaniia v psikhologiiiu [System descriptions in psychology]. Leningrad: LGU [in Russian].
18. Cait meditsinskogo portala [Medical Portal Website]. Retrieved from https://med-books.info/akmeologiya_770/metodyi- akmeologicheskih-issledovaniy.html.
19. Filosofiia v sovremennom mire: dialog mirovozzrenii [Philosophy in the modern world: a dialogue of worldviews]. (2012). Proceeding from PMW ’12: VI Materialy Rossiiskogo filosofskogo kongressa – Philosophy in the modern world: a dialogue of worldviews. (Vols. 1-3). Nizhny Novgorod: Publishing House of Nizhny Novgorod State University named after N. I. Lobachevsky [in Russian].

         

       
   
   
         

 

©2024 Університет Ушинського. Всі права захищені, мабуть.