Management of specialists’ professional training in university college: theoretical aspect

Authors

DOI:

https://doi.org/10.15587/2519-4984.2016.74526

Keywords:

management, environmental approach, environmental approach to management of professional training

Abstract

There were studied theoretical grounds of the management of specialists’ training in conditions of the higher educational institution on the principles of environmental approach. There was actualized an essence of basic notions of environmental approach, components (personal, information-content, organizational-activity, spatial-substantive) and parts of polystructural educational function (educational-professional, educational-socializing, educational-cultural) of educational environment of the higher educational institution. On the base of analysis of educational environment phenomenon of the higher educational institution, modern approaches to the management of educational organizations there was made a conclusion, that due to its phenomenal features educational environment of the higher educational institution is the one of main factors of personal formation in the process of higher education. Environmental approach in education changes accents in pedagogical activity: the direct teacher’s influence on person is replaced by activity, directed on creation and development of environment that must satisfy educational needs of education recipient in the optimal order. It was established, that environmental approach due to its essential properties provides indirect (trough the projecting of educational environment) management of personal formation in the process of professional education, guaranteeing the conditions for gaining professional competence, general cultural and personal development

Author Biography

Марія Василівна Братко, University College Borys Grinchenko Kyiv University Yu. Haharina ave., 16, Kyiv, Ukraine, 02094

Ph.D., Associate Professor, Director

References

  1. Nussbaum, M.; Smirnov, A. (Ed.) (2014). Ne radi pribyli: zachem demokratii nuzhny gumanitarnye nauki. Moscow: Izd. dom Vysshej shkoly jekonomiki, 192.
  2. Artjuhina, A. I. (2006). Obrazovatel'naja sreda vysshego uchebnogo zavedenija kak pedagogicheskij fenomen. Volgograd: Izd-vo VolGMU, 237.
  3. Vasil'eva, E. Ju. (2011). Obrazovatel'naja sreda vuza kak ob’ekt upravlenija i ocenki. Universitetskoe obrazovanie: praktika i analiz, 4 (74), 76–82.
  4. Kozyrev, V. A. (1999). Postroenie Modeli gumanitarnoj obrazovatel'noj sredy. Pedagog, 7. Available at: http://www.uni-altai.ru/Journal/pedagog/pedagog_7/a06.html
  5. Manujlov, Ju. S. (1997). Sredovoj podhod v vospitanii. Moscow, 192.
  6. Novikov, V. N. (2012). Obrazovatel'naja sreda vuza kak professional'no i lichnostno stimulirujushhij factor. Jelektronnyj zhurnal «Psihologicheskaja nauka i obrazovanie», 1. Available at: http://psyedu.ru/journal/2012/1/2776.phtml
  7. Sergejeva, L. M. (2015). Instytucijne osvitnje seredovyshhe profesijnogo navchal'nogo zakladu. Pedagogichnyj al'manah, 25, 112–117.
  8. Jaroshyns'ka, O. O. (2013). Kategorija "seredovyshhe" ta mizhdyscyplinarnyh pidhid u predstavlenni modelej seredovyshha. Problemy suchasnoi' pedagogichnoi' osvity. Pedagogika i psyhologija, 40 (2), 39–44.
  9. Abualrub, I., Karseth, B., Stensaker, B. (2013). The various s understandings of learning environment in higher education and its quality implications. Quali ty in Higher Education, 19 (1), 90–110. doi: 10.1080/13538322.2013.772464
  10. Salmi, J. (2009). The Challenge of Establishing World Class Universities. New York: World Bank. doi: 10.1596/978-0-8213-7865-6
  11. Hiemstra, R. (1991). Aspects of effective learning environments. Directions for Adult and Continuing Education, 1991 (50), 5–12. doi: 10.1002/ace.36719915003
  12. Lizzio, A., Wilson, K., Simons, R. (2002). University students’ perceptions of the learning environment and academic outcomes: implications for theory and practice. Studies in Higher Education, 27 (1), 27–52. doi: 10.1080/03075070120099359
  13. Kirschner, P., Van Vilsteren, P., Hummel, H., Wigman, M. (1997). The design of a study environment for acquiring academic and professional competence. Studies in Higher Education, 22 (2), 151–171. doi: 10.1080/03075079712331381014
  14. Borova, T. M. (2012). Teoretychni i metodychni zasady adaptyvnogo upravlinnja profesijnym rozvytkom naukovo-pedagogichnyh pracivnykiv vyshhogo navchal'nogo zakladu. Kyiv, 40.
  15. Galus, O. M. (2009). Pedagogichne upravlinnja adaptacijeju majbutnih uchyteliv u systemi stupenevoi' osvity. Kyiv, 44.
  16. Drach, I. I. (2013). Teoretychni i metodychni zasady upravlinnja formuvannjam profesijnoi' kompetentnosti magistrantiv pedagogiky vyshhoi' shkoly. Kyiv, 39.
  17. Petrychenko, L. O. (2014). Teoretyko-metodologichni zasady upravlinnja jakistju osvity u vyshhomu pedagogichnomu navchal'nomu zakladi. Lugansk, 37.
  18. Harkivs'ka, A. A. (2012). Teoretychni i metodychni zasady upravlinnja innovacijnym rozvytkom vyshhogo navchal'nogo pedagogichnogo zakladu. Lugansk, 40.
  19. Kun'kova, N. G. (2010). Poisk novyh podhodov k sovershenstvovaniju sistemy upravlenija kolledzhem. Nauchnye issledovanija v obrazovanii, 3, 20–22.
  20. Bronfenbrenner, U. (1993–1994). Ecological models of human development. In international Encyclopedia of education. Vol. 3. NY.: Freeman, 37–43. Available at: http://www.columbia.edu/cu/psychology/courses/3615/Readings/BronfenbrennerModelofDevelopment%28short%20version%29.pdf
  21. Velykyj tlumachnyj slovnyk suchasnoi' ukrai'ns'koi' movy (2005). Kyiv: «Prosvita», 1332.
  22. Horuzhaja, L. L. (2013). Osobenosti realizacii jetiko-pedagogicheskogo podhoda v professional'nom obrazovanii. Pedagogika, 12, 14–21.
  23. Petrov, A. (2005). Osnovnye koncepty kompetentnostnogo podhoda kak metodologicheskoj kategorii. Vestnik vysshej shkoly, 2, 54–58.
  24. Selivanova, N. L., Stepanov, P. V., Shakurova, M. V. (2014). Nauchnaja shkola L. I. Novikovoj: osnovnye idei i perspektivy razvitija. Otechestvennaja i zarubezhnaja pedagogika, 1 (16), 37–45. Available at: http://cyberleninka.ru/article/n/nauchnaya-shkola-l-i-novikovoy-osnovnye-idei-i-perspektivy-razvitiya
  25. Glazychev, V. L.; Gusejnov, A. A., Tolstyh, V. I. (Eds.) (1991). Duh mesta // Osvobozhdenie duha. Moscow: Politizdat, 138–167.
  26. Bratko, M. V.; Radul, V. V., Kushnir, V. A. et. al. (Eds.) (2015). Struktura osvitn'ogo seredovyshha vyshhogo navchal'nogo zakladu. Naukovi zapysky, 135, 67–72.
  27. Vishnjakova-Vishneveckaja, A. K. (2010). Obrazovatel'naja sreda vysshego uchebnogo zavedenija kak faktor razvitija lichnostnyh kompetencij uchashhihsja. Sankt-Peteburg, 27.
  28. Dewey, J. (1938). Experience & Education. New York: Kappa Delta Pi.
  29. D’jui', D. (2003). Dosvid i osvita. Lviv: Kal'varija, 84.
  30. Bratko, M. V.; Sysojeva, S. O. (Ed.) (2015). Osvitnje seredovyshhe vyshhogo navchal'nogo zakladu: funkcional'nyj aspekt. Pedagogichnyj proces: teorija i praktyka. Kyi'v: Vydavnyctvo VP «Edel'vejs», 1-2, 11–17.
  31. Borovskaja, E. V. (2014). Sistema obnovlenija sovremennogo obrazovanija na osnove sredovogo podhoda. Sistemnye obnovlenija sovremennogo obrazovanija: Mif ili real'nost'? Orenburg.
  32. Sergejeva, L. M., Kyrychenko, M. O. (2016). Managing organizational and educational changes in vocational institutional environment. ScienceRise, 1/5 (18), 27–32. doi: 10.15587/2313-8416.2016.59152
  33. Kremen', V. G., Pazynich, S. M., Ponomar'ov, O. S. (2007). Filosofija upravlinnja. Kyiv: Znannja Ukrai'ny, 360.
  34. Alekseeva, M. (1997). Planirovanie dejatel'nosti firmy. Moscow: Finansy i statistika, 248.
  35. Akoff, R. L. (2002). Akoff o menedzhmente. Serija: Teorija i praktika menedzhmenta. Sankt-Peterburg: Piter, 448.

Downloads

Published

2016-07-30

How to Cite

Братко, М. В. (2016). Management of specialists’ professional training in university college: theoretical aspect. ScienceRise: Pedagogical Education, (7 (3), 9–16. https://doi.org/10.15587/2519-4984.2016.74526

Issue

No. 7 (3) (2016)

Section

Pedagogical Education

License

Copyright (c) 2016 Василівна Братко Марія

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Our journal abides by the Creative Commons CC BY copyright rights and permissions for open access journals.

Authors, who are published in this journal, agree to the following conditions:

1. The authors reserve the right to authorship of the work and pass the first publication right of this work to the journal under the terms of a Creative Commons CC BY, which allows others to freely distribute the published research with the obligatory reference to the authors of the original work and the first publication of the work in this journal.

 2. The authors have the right to conclude separate supplement agreements that relate to non-exclusive work distribution in the form in which it has been published by the journal (for example, to upload the work to the online storage of the journal or publish it as part of a monograph), provided that the reference to the first publication of the work in this journal is included.