Научные труды

Организаторские умения педагога в профессиональной деятельности (на материале вуза)

Organizational skills of a teacher in the professional activities (on the materials of high school)

УДК: 378.4 DOI: 10.18101/978–5–9793–0814–2–166–172

Педагог играет ведущую роль в образовательном процессе. Организаторские способности являются одной из ключевых компетенций педагога и исследования в данной области весьма актуальны в Монголии. Основная цель исследования заключалась в разработке модели управления процессом обучения в процессе получения высшего образования. Нами была разработана теоретическая модель, основанная на анализе процесса обучения в Монгольском государственном университете. Это исследование было направлено на выявление уровня компетентности учителей в управлении классом. В качестве методов исследования были выбраны наблюдение, анкетирование и интервью. По результатам проведенного исследования мы выявили, что уровень организаторских способностей преподавателей не является высоким. Для повышения уровня компетентности преподавателей могут быть использованы учебные курсы, тренинги, обмен опытом. Преподаватели также могут на основе анкетных данных своих студентов получить информацию о восприятии своими учениками личности педагога, процесса преподавания и организации учебного процесса в целом.

Teacher plays a vital role in the development of education. Teaching management is an important and neglected area of research on Mongolia. The main objective of the study was to develop a model of teaching management for higher education in Mongolia. Methodology of the study was teaching analysis and survey. Finding included a model was developed by studying all patterns of training in Mongolian State University and selects the best practice from each model.
This study explored the teachers’ competency and conception for classroom management. The study was conducted with 16 managerial personnel and 48 lecturers at Mongolian State University of Education.
Data were collected through the observation, questionnaires and interviews. The questionnaire completed by lecturers and managerial personnel provided data about their actual classroom management practices. The interviews provided insight into teachers’ feelings, experiences, and practices concerning classroom management.
The results reveal that lecturrers have not high competency for classroom management. When 8 classes were compared, lecturers were found to differ in their self-efficacy for classroom management. In order to improve lecturer’s competency for classroom management, in-service training programs and regular meetings where lecturers share their experiences can be held. Lecturers may also spare time for class discussions or administering questionnaires to their students to learn about their students' perceptions of their own teaching and classroom management practices.

формирование организаторских способностей, управленческая компетентность учителей, моделирование, управление классом, организация учебного процесса.

Lecturer’s training methodology, classroom management, training’s feature based management and modeling.

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