未来教育管理者管理能力形成的自我评价

Oksana BODNAR, Bohdan SHEVCHYK
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摘要

本文对现代高等教育背景下硕士生管理能力的自我评价进行了研究。从教育学、心理学和社会的角度证实了这个问题的相关性。分析了国内外学者的研究成果,重点介绍了该领域的科学成果。委员会强调,系统地评估管理能力是形成硕士专业培训过程的一个关键部分,它确保教育和专业培训方案符合现代要求。本文的目的是建立一个模型,通过“多学科”和“多功能”的参数对未来教育管理者的管理能力水平进行自我评估,并分配这种能力的适当形成水平。使用诸如管理活动的“多学科性”和“多功能性”等评价参数的重要性得到了证实。给出了这些参数的相关定义。它们对于确定未来教育管理者的知识和技能差距的重要性得到了强调。这些参数中的每一个都由一组指标来描述,这些指标可以通过专家调查的方法来选择。一组数值从1到6的指标定义了评价标准。每个管理能力指标的形成水平根据其发展的等级来区分:“启动”,“理解”,“执行”,“熟练”,“经验”,“权威”每个参数由十个指标描述,可以通过六个发展水平进行评估。人们已经确定,自我评估作为一种工具反映了硕士生对管理领域专业活动的个人准备,这在快速的社会变革和对教育管理人员多功能需求不断增长的背景下尤其相关。进一步研究的前景可能包括发展新的评价模式、使用各种参数和研究管理活动的社会背景的作用。本研究对从事高等教育和管理工作的教师、研究人员和学生具有重要意义。
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SELF-ASSESSMENT OF THE FORMATION OF MANAGERIAL COMPETENCE OF FUTURE EDUCATION MANAGERS
The article is devoted to the study of master students’ self-assessment of managerial competence in the context of modern higher education. The relevance of the problem is confirmed from the pedagogical, psychological and social points of view. The works of foreign and domestic scholars are analysed, scientific achievements in the field of research are emphasised. It is emphasised that the systematic assessment of managerial competence is a key part of the process of forming professional training of masters, which ensures the compliance of educational and professional and training programmes with modern requirements. The purpose of the article is to develop a model for self-assessment of the level of managerial competence of future education managers by the parameters of «multidisciplinarity» and «multifunctionality» and to allocate the appropriate levels of formation of such competence. The importance of using such parameters for evaluation as «multidisciplinarity» and «multifunctionality» of managerial activity is substantiated. The relevant definitions of these parameters are presented. Their importance for identifying gaps in the knowledge and skills of future educational managers is emphasised. Each of these parameters is described by a certain set of indicators that can be selected by the method of an expert survey. A set of indicators with numerical values from 1 to 6 defines the evaluation criteria. The levels of formation of each indicator of managerial competence are distinguished according to the gradation of its development: «initiation», «comprehension», «execution», «skillfulness», «experience», «authority» Each parameter is described by ten indicators that can be assessed by six levels of development. It has been determined that self-assessment as a tool reflects the personal readiness of master’s students for professional activities in the field of management, which is especially relevant in the context of rapid social change and growing demands on the multifunctionality of education managers. Prospects for further research may include the development of new assessment models, the use of various parameters and the study of the role of the social context of managerial activity. The work is relevant for teachers, researchers and students involved in higher education and management.
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