Професійна підготовка майбутніх фахівців з публічного управління до педагогічної діяльності

Abstract

Здійснено дослідження теоретичних і методичних засад спадщини академічного потенціалу наукових шкіл менеджеризму, які фундаменталізували формування професійної підготовки майбутніх фахівців з публічного управління до педагогічної діяльності; розроблено та обґрунтовано методику та модель організації професійної підготовки майбутніх фахівців з публічного управління до педагогічної діяльності; визначено структуру професійної компетентності, встановлено та обґрунтовано критерії, показники та схарактеризовано рівні її сформованості у розроблених управлінсько-педагогічних умовах. Удосконалено та конкретизовано семантику та структурно-логічний алгоритм змістового наповнення організації освітнього процесу професійної підготовки майбутніх фахівців з публічного управління до педагогічної діяльності; сформульовано поняття «фахівець публічного управління» та специфіку «професійної компетентності фахівців з публічного управління», «професійна компетентність фахівців з публічного управління педагогічного спрямування», «педагогічна діяльність майбутнього фахівця з публічного управління». Верифіковано ефективність моделі організації професійної підготовки майбутніх фахівців з публічного управління до педагогічної діяльності з експертним оцінюванням.

In the course of the pedagogical research, the objective has been completed, it being the substantiation of theoretical and methodical basis, development and experimental testing of the model for organizing educational process of professional training of future specialists in public administration for pedagogical activity. The novelty of provisions found in the present dissertation paper is as follows: for the first time, we formulated and substantiated theoretical and methodical foundations for content and intent analysis of the heritage and academic potential of managerialism schools that facilitated formation of professional training of future specialists in public administration for pedagogical activity; we have developed and substantiated a methodology and a model for organizing professional training of future specialists in public administration for pedagogical activity; structure and definition of professional competence for future specialists in public administration have been developed; criteria and indices have been determined, levels of its formedness in designed administrational and pedagogical conditions have been characterized, the semantics of organizing professional training of future specialists in public administration for pedagogical activity has been improved and concretized on the basis of event analysis and with the use of activity-based, process-based and qualitology-related approaches; we have elaborated the concept of “specialist in public administration” and the particularity of “professional competence of specialists in public administration,” “professional competence of specialists in public administration in the field of education,” “pedagogical activity of a future specialist in public administration”; effectiveness of the model for organizing professional training of future specialists in public administration for pedagogical activity has been substantiated, elaborated and verified, with the expert assessment. Practical importance of the obtained results consists in implementation of a model for organizing professional training of future specialists in public administration for pedagogical activity; formation of scientific and methodical support for elements of the following educational modules: “Methodology of system management (research, teaching administrative management, assessment and expert appraisal)”, “Policy – education, quality control, sustainable development”, “Administration – public administration and local self-government, administration for development (social-economic, environmental, institutional, securityrelated)”, “Occupational pedagogics and special psychology of public administration and management”; scientific and methodical support for the following areas of knowledge has been developed: 07 “Management and administration” (073 “Management”, 074 “Public administration and management”) and 28 “Public administration and management” for specialty 281 “Public administration and management”. Materials of this research could be of practical importance for a wide range of specialties related to professional training of specialists in the field of public administration and management. The introduction provides substantiation for relevance and rationale of the dissertation paper, highlights its relation to scientific programs, plans, themes and defines the objective, goal, subject and object of research, formulates the methods of research, reveals its academic novelty, theoretical and practical importance, determines the candidate’s personal contribution to the previous works published in coauthorship, provides information on the approbation and implementation of the research results, lists related publications, and outlines the structure and scope of the dissertation thesis. The first chapter “Theoretical and methodical aspects in professional training of future specialists in public administration” carries out the axiological analysis of research thesaurus for professional training of future specialists in public administration, presents and popularizes the academic potential of managerialism for scientific schools involved in professional training of future administrators; it also reveals the legal and regulatory framework in the field of branch-wise management of socio-cultural organization forms. The second chapter “Methodology of organizing professional training of future specialists in public administration” selects methodological approaches and principles of scientific cognition, managerialism, public administration and organization of professional training of future specialists for pedagogical activity at institutions of higher education; it substantiates capability of forms, methods and means of organizing professional training of future specialists in public administration for pedagogical activity as seen in the circumstances of globalization challenges; it provides scientific and methodical substantiation for the content of professional training of future specialists in public administration for pedagogical activity in managerial and pedagogical conditions. In the third chapter “Substantiation, development and experimental testing of the model for organizing professional training of future specialists in public administration,” the pedagogical experiment is planned and implemented on a step-by-step basis, the model for organizing professional training of future specialists in public administration is substantiated and designed, with subsequent experimental testing and verification including expert assessment.