Управлінська модерація в роботі викладача вищої школи

Abstract

Розвиток сучасної освітньої практики зумовлює появу нових змістових і процесуальних характеристик педагогічної діяльності. У зв'язку з цим в реалізації актуальних завдань і сучасних аспектів професійної діяль-ності багато педагогів стикаються з проблемою, що полягає в недостатньому володінні актуальними профе-сійними компетентностями, серед яких і компетентність управління сучасним навчально-виховним процесом. У статті обґрунтовано актуальність та доцільність використання модерації як технології управління навча-льно-виховним процесом, що в кінцевому результаті призводить до підвищення рівня сформованості професій-ної компетентності майбутніх фахівців.Demands of modern society put forward the requirement of constant increasing the level of specialists’ training and promote modernization of domestic education in general and management of the educational process in particular. Until recently traditional teaching practice was based on methods, which were oriented at memorizing and reproducing educational material in a greater degree and in a lesser degree at the development of creative thinking, activation of stu-dents’ independent cognitive activity. Thus, due to the modernization of education, interactive teaching technologies are becoming more and more popular. They induce students to search for knowledge independently; activate their cognitive activity, development of thinking, formation of professional abilities and skills. As the new educational paradigm is oriented, first of all, at the development of a personality as a professional, who acts independently and in a responsible manner in the process of his/her own professional becoming and development, in such a context higher school teacher’s professional activity should include the moderation technology implementation as the best example of world pedagogi-cal experience, which can in a certain degree influence the overcoming reasons of teachers’ crisis of professional com-petence. Interactive teaching methods, which are used at each level of moderation, fall under this technology, determin-ing the synergetic effect of this process. Achievement of efficiency and high quality of the educational process with the help of moderation technology, obtaining positive results of teaching, development and professional training are pro-vided by means of organizing the following key processes: efficient interaction of group process participants; regulated information exchange (communication) between all participants of the educational process; demonstrating the progress and results of the educational process (visualization); motivating participants of the educational process; monitoring the educational process; reflection of a pedagogue and students; analysis of participants’ activity and appraisal of results.