Педагогічні технології у формуванні управлінських компетенцій персоналу освітніх установ у центральноєвропейських країнах

Abstract

Розглянуто проблему застосування педагогічних технологій і методів навчання у формуванні управлінських компетенцій персоналу освітніх установ. Обґрунтовано особливості проектних технологій, Інтернет-технологій, тренінгів, кейс-методу, тристоронньої дискусії, педагогічного коучингу, творчої педагогічної майстерні. Зазначено, що успіх застосування педагогічних технологій і методів навчання залежатиме від загальної концепції навчання, фахового рівня викладачів, уміння гнучко реагувати на мінливі умови в організації, визначення цілей навчання, складу учасників тощо. Ключові слова: педагогічні технології; методи навчання; управлінські компетенції; освітня установа; центральноєвропейські країни; проектні технології; Інтернет-технології; тренінг; кейс-метод; тристороння дискусія; педагогічний коучинг; творча педагогічна майстерня.

Introduction. The traditional teaching methods and technologies are replaced with new ones that meet constantly changing management conditions, which are aimed at increasing the efficiency of institutions while reducing the amount of resources, changes related to the state of the internal and external environment and understanding of the management process. Purpose. The objective of the article is substantiation the features of use of educational technology in formation of personnel management competence of educational institutions in central European countries. Method. Analysis of scientific literature, comparison, structuring, generalization. Results. In the educational systems of the EU the project technology has been received distribution, which is based on the student's ability to navigate the information space and design your own professional- applied and practice-oriented skills. Internet technologies at the stages of training, retraining and advanced training are the basis of modern pedagogical technologies. In sociopsychological training solve urgent psychological and managerial tasks, selection and adaptation of personnel to ensure the successful organization of forming leadership skills of managers, effective business communication, management team and corporate culture, prevention and resolution of conflicts in the organization. The application technologies of Case-method promotes the development of systems thinking, develop the ability to analyze situations, evaluate alternatives and choose the best option to make a plan for its implementation. The tripartite discussion is a group discussion where students are observers communicative interaction between representatives of science, education and business, together participate in the discussions, being able to accede to the idea of a party or resist it; teacher is a moderator of the discussion. Teaching Coaching is defined as a set of methods and techniques to influence of the teacher to personality of the future specialist, focused on the use of active methods of subject – subjective interaction to identify potential and develop their professional competence. Originality. The features of design technology, Internet technology, training, case method, tripartite discussions, teacher coaching, creative educational workshops have been defined. Conclusion. The author indicates that the success of educational technology and teaching methods will depend on the general concept of learning, the professional level of the teacher, the ability to respond flexibly to changing conditions in the organization, the definition of learning objectives, the number of participants. Key words: educational technology; teaching methods; managerial competence; educational institution; Central European countries; design technology; Internet technology; training; Case method; tripartite discussion; Pedagogical coaching; creative pedagogical workshop.