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5FEATURES OF MAGISTRACY PROGRAM "PSYCHOLOGY OF EDUCATIONAL ENVIRONMENT MANAGEMENT" IN THE CONDITIONS OF HIGHER EDUCATIONAL INSTITUTIONS NETWORK INTERACTION
Abstract
The paper deals with the features of magistracy program "Psychology of educational environment management" in the conditions of higher educational institutions network interaction in such sections, as purpose of the program, address group, uniqueness, forms and methods of realization, educational result, formed competences, total state certification of graduates.
Keywords
higher educational institutions network interaction, program, purpose of program, address group, uniqueness, forms and methods of realization, educational result, formed competences, total state certification of graduates
AUTHOR Valentina Dolgova
PhD in Psychology Dean of Psychology Department Chelyabinsk State Pedagogical University Chelyabinsk, Russia
The analysis of references, normative documents and Internet resources; studying the situation in other higher educational institutions and synthesis of own practical experience, experimental and skilled work; supervision of educational process and systematization of resources of network forms of cooperation say that at the present stage of education the problem of optimization of network activity of modern Russian university and network interaction of higher educational institutions in the conditions of differentiation of world universities is actual (Pishun, Kapranov, 2014; Fedorova, 2015; Khristoforova, Makeeva, 2015; Romm, 2016; Chugunov, 2014; Kopylova, 2015; Lobov, et.al., 2014; Vedernikova, 2015; Demkin, et.al., 2014; Rebko, 2015; Dmitriyev, 2015; Dolgova, et.al., 2015). Today questions of network interaction in Russian higher education are actively studied, the new opportunities connected with implementation of the Law "About Education in the Russian Federation" reveal (Pishun, Kapranov, 2014; Fedorova, 2015). In this regard, modern integration processes in educational services market, which are at the moment characteristic for Russia, are discussed, but they either take place in other countries, including the countries of Europe, America and Asia. There is statistics about change of higher education structure because of integration processes and processes connected with optimization of a network of the Russian educational organizations based on the higher educational institutions monitoring. One of perspective forms of integration - network education is presented in details in a set of works. Possible models of realization are offered, their advantages and shortcomings and development prospects are described (Khristoforova, Makeeva, 2015).
There are the attempts to study methodological basis defined as standard and interpretive platform, to reveal the main characteristics of organization and successful functioning of network partnership (Romm, 2016). The problem definition of management of higher educational institutions interaction, which are in common realizing network
educational programs, assumes to consider preferences of students and restriction on resources of higher educational institutions in the course of formation of individual curricula (Chugunov, 2014).
It is possible to accept the basic developed concepts (network interaction, network organization, network, educational network, main ways of network interaction of higher educational institutions) (Kopylova, 2015) and techniques of design of joint educational programs (Lobov, Stolbov, et.al., 2014).
Publications have already described experience of network interaction between regional higher education institution in Tyumen and general education practice in the course of training practice-focused teacher. In this experience use of individual mentoring (supervision) is of great interest (Vedernikova, 2015).
Experience of Tomsk state university and Pavlodar state university after S. Toraygyrov in development and implementation of the joint two-degree master program is offered. It is proved that the associative form of network interaction is the most effective in achievement quality of educational programs (Demkin, Dzharasova, et.al., 2014).
Experience of network interaction between higher educational institutions (Russian State Pedagogic University after A.I. Herzen and Sakhalin State University) in the course of development and joint implementation of the master training program in the field of health and safety "Social safety in urban environment" is opened. Novelty of the experience consists in schematic design of the main educational master training program in the mode of network interaction and in definition effective conditions and methodical methods of network interaction. Pedagogical finds in this experience is the generalized model of network interaction between universities-partners on development and realization of general educational program of training masters (Rebko, 2015).
Process of training biologists at Yaroslavl state pedagogical university is described. The platform is activity of Yaroslavl network pedagogical community. The practical importance of this experience consists in development of the concrete methodological recommendations opening the content of training in network professional interaction of subject teachers and students of pedagogical universities (Dmitriyeva, 2015).
Our experience (Dolgova, Kurunov, et.al., 2015) can help to allocate such features of network interaction as purpose of program, address group, uniqueness, form and methods of realization, educational result, formed competences, total state certification of graduates. Let us open the features on the example of realization of master program "Psychology of educational environment management" in the conditions of network interaction of three higher educational institutions (Chelyabinsk state pedagogic university, Perm state humanitarian-pedagogic university, Bashkir state pedagogic university after M. Akmulla).
The purpose of the program is theoretical and practical training of master of psychology-pedagogic education capable for scientific-research and administrative activity, which demands professional competence in organization of educational environment of any professional sphere.
Address group is all subjects having the diploma of bachelor or expert, motivated on educational environment management (the persons, who want to master the program of this direction, are enlisted in magistracy by results of entrance tests).
The uniqueness of the program is in the following:
• Graduates of the program are capable to psychological-pedagogic support of educational environment management in any sphere of professional activity.
• The program is constructed on all canons of psychology management.
• The program provides an exit to the international, all-Russian and interregional levels of approbation.
• The educational program is realized in full-time tuition.
We use traditional and innovative forms and methods of its realization, active and interactive methods of training (problem lectures, trainings, design groups).
The organization of educational process is carried out on lecturs, seminars, laboratory researches, webinars (with participants of network interaction) with carrying out group discussions, analysis of professional situations using case method, imitating models, role-playing and business games, trainings and master classes.
The curriculum provides research work during semester, scientific-research, psychological-pedagogic and pre-degree practices.
The realization of master program "Psychology of educational environment management" in the conditions of network interaction of higher educational institutions is based on mark-rating system.
Master student can choose the individual educational trajectory.
Federal State Educational Standard of Higher Professional Education (FSES HPE) for the direction 44.04.02 Psychological-pedagogic education determines competences (educational results) of the master program graduate.
According to FSES HPE, the main object for the assessment system of educational results, its substantial and criteria base is the requirements of the Standard, which are concretized in the planned results of learner's mastering the main professional educational program.
The educational result of graduates consists in readiness to psychological-pedagogic support of educational environment management in any sphere of professional activity.
The graduate has to possess the following competences (Tables 1 -3):
TABLE 1. COMMON CULTURAL COMPETENCES (OK) The graduate has to possess the following OK:
ability to study objects and processes analyzing social-economic and cultural-historical conditions of their origin (OK-1);
to own methodology of cultural-historical and activity approaches (OK-22);
to own practical ways of search scientific and professional information with use of modern
computer means, network technologies, databases and knowledge (OK-3);
ability to take part in professional discussions, logically reasoning the own point of view, to create scientific texts on the set logical structure (OK-4);
ability to build social interaction on the principles of tolerance and unvaluability (OK-5);
ability to resolve conflict situations and to give support to people in problem and crisis situations taking into account ethnic-cultural specifics (OK-6);
ability for self-improvement and self-development reflecting own activity (OK-7);
ability to use innovative technologies in practical activities (OK - 8);
ability to show initiative and to make adequate and crucial decisions in problem situations, including situations of risk (OK-9);
ability to build the activity according to moral, ethical and law norms (OK-10);
ability to allocate essential communications and relations, to carry out the comparative analysis (OK-11).
The graduate has to possess competences general for all types of master's professional activities for this direction of preparation (OnK). They are shown in table 2:
TABLE 2. ALL-PROFESSIONAL COMPETENCES (OnK)
The graduate has to possess the following OnK:_
ability to build interaction and educational process taking into account regularities of mental
development of person and pupil's zone of proximal development (OnK-1);_
use scientifically based methods and technologies in psychological-pedagogic activity, to own
modern technologies to collect, process and interpret data (OnK-2);_
to be able to organize interpersonal contacts, communication (including, multicultural
environment) and joint activity of children and adults (OnK-3);_
to be able to organize interdisciplinary and interdepartmental interaction of experts for the solution of tasks in the field of psychology and pedagogy to form the system of positive interpersonal relations, psychological climate and organizational culture in educational
institution (OnK-4);_
ability to project and carry out the diagnostic work necessary in professional activity (OnK-5); to own modern technologies of design and organization of scientific research in the professional activity on the basis of integrated approach to the solution of professional problems (OnK-6); ability to analyze and predict risks of educational environment, to plan complex actions for
their prevention and overcoming (OnK-7);_
ability to apply psychological-pedagogic and standard-legal knowledge for solution of problems
of education (OnK-8);_
readiness to apply active methods of training in psychological-pedagogic activity (OnK-9).
The graduate has to possess the following professional competences of scientific-research activity (Table 3).
TABLE 3. PROFESSIONAL COMPETENCES OF RESEARCH ACTIVITY (nKHM)
The graduate has to possess the following nKHM:_
ability to carry out theoretical analysis of psychological-pedagogic literature (nKHM-1);_
ability to allocate actual problems of development of modern educational system, training and
development of children (nKHM-2);_
ability to estimate adequacy of methods to solve the studied problem (nKHM-3);_
readiness to use modern scientific methods to solve the research problems (nKHM-4);_
ability to develop and present reasonable long-term plan of research activity (nKHM-5);_
ability to organize interaction of experts to achieve research objective (nKHM-6);_
ability to build socialization management of research results of (nKHM-7);_
ability to present to scientific community research achievements in the form of scientific articles, reports, multimedia presentations according to the accepted standards and formats of
professional community (nKHM-8);_
ability to allocate research problem in the context of real professional activity and to project programs of its studying (nKHM-9)._
Total state certification of graduates is carried out in the form of the state interdisciplinary exam and presentation of final qualification work.
The examination card of the state interdisciplinary exam includes three questions: two theoretical and one practical.
Theoretical questions reflect the main sections of the general educational program, for example:
• Professional competence and professional culture of expert.
• Program and target approach in school management.
• Orientation of head's identity on innovative activity.
• Management of collective.
• Psychology of administrative assistance for young specialists adaptation in educational institution.
• Development of innovative potential of educational institution personnel.
The practical part of the state exam is made by the tasks, connected the main objectives of professional activity of psychologist and directed on establishment of compliance of the graduate to a complex of professional competences.
Types of practical tasks are the following:
• Analytical work with educational and methodical grant for psychologist.
• Psychological analysis of situations, professional activity.
• Tasks for manifestation of psychologist's practical readiness to implement types of professional activity.
Examples of practical tasks are the following:
To carry out the analysis of the monograph: Dolgova V. I. (2009) Gotovnost to innovative activity in education. Moscow. Book house "University", 2009.
Develop model of management to motivate personnel of educational organization.
Examples of practical tasks are the following:
To analyze situation and make administrative decision. The made decisions have to be based on knowledge of normative documents, results of psychological-pedagogic analysis of concrete situations.
Situation: The visitor - the teacher of English M. She conflicts with the deputy director, who makes the schedule. According to M., she has too much "windows" in the schedule. The deputy director S. explained that the school works in two changes, and M. is the only English teacher at school one, S. cannot reduce quantity of "windows".
Additional information: M. works here for 10 years. She is always dissatisfied with the schedule. The administration always tried to help M., but she is unbalanced person, she considers herself always offended by someone, likes to scandal.
Final qualification work represents the independent research connected with development of theoretical questions, pilot studies or solution of applied problems, which are part of scientific-research and project works performed by the letting-out chair.
Approximate subjects of masters' works are the following:
• Management of process of first-year students' adaptation to conditions of university educational environment.
• Management of process to form emotional stability of seniors during preparation to State Final Attestation.
• Formation of psychological readiness to manage conflicts among subjects of educational environment.
• Prevention emotional burning syndrome among pedagogical personnel of educational organization.
Thus, features of master program "Psychology of educational environment management" in the conditions of network interaction of higher educational institutions are purpose of the program, address group, uniqueness, forms and methods of realization, educational result, level of the formed competences, originality of total state certification of graduates.
Possibility of formation knowledge and practical abilities connected with application of software and resources of network pedagogical communities in professional becomes integrative feature of magistracy of psychological-pedagogic direction in the conditions of network interaction of higher educational institutions.
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