THE CONCEPT “PEDAGOGICAL MANAGEMENT OF THE SCIENTIFIC TEAM” IN THE ASPECT OF PROFESSIONAL MANAGEMENT COMPETENCE OF THE TEACHER STUDY
Introduction. The relevance of the topic is shaped by the contradiction at the scientific and methodological level of research into the theory and practice of the teacher’s professional competence. The purpose of this article is to determine the research positions within the concept of “pedagogical management of the student team”. The paper deals with the professional management activities of a teacher by defining the semantic content of the pedagogical management. Such an approach allowed the author to reveal the system of a teacher’s activity within the framework of a professional standard, defining the limits of his managerial functions. Materials and methods. The method of cognition “idealization” allows pedagogical management to be presented as perfect management of the team, which authorizes the purpose of the study. The means of cognition will be the path of logical reasoning. Results. The results of the study are presented in the form of the theory of pedagogical management of the student team, which is based on the image of the managerial competence of the teacher. Discussion. The development of theoretical research is determined by socio-pedagogical conditions. The concept of pedagogical management of the student groups is presented as a system of components that solve their subjective tasks within the framework of one theoretical field. Therefore, they are interconnected and interdependent. This allows us to outline the author’s idea of solving a practical problem - the implementation of the managerial competence of the teacher. The implementation of the concept of pedagogical management of the student groups is reflected in the practice of the educational process. In the field of teacher training, his managerial activity at a certain level of mastering the profession can be confirmed as necessary and sufficient. Question theory provides a degree of generalization of empirical research methods. Thus, the “concept” as a form of scientific knowledge is a theoretical generalization of the practice of the implementation of the professional activity of a teacher in educational organizations. Therefore, the theory of the issue of managerial competence of a teacher (concept) is a system of judgments and subsequent targeted application of this teaching [6, C.41]. The logical-semantic model of pedagogical management of the student groups describes the object of research in terms of professional pedagogy, thereby revealing the content of the basic concepts and establishing semantic meanings between them. The theoretical model of pedagogical management of the student groups allows us to formulate a set of tasks and present a complex of functional components, parameters and conditions for the implementation of the professional managerial activity of the teacher. The quality model of pedagogical management of the student groups allows you to identify the essence and content of the managerial competence of the teacher, determine the conditions for the implementation of the managerial competence of the teacher and the validity of the assessment of professional teaching activity in relation to the student team. And theoretically determine the requirements for the level of professional training of the teacher. The system of concepts presented by the author of pedagogical management of the student groups allows typologizing pedagogical activity and the theoretical provisions on the professional activity of the teacher to show in the form of a paradigm of pedagogical management of the student team. The paradigm of pedagogical management of the student groups reflects the idea of a normative model of education and a model of scientific activity that defines value criteria and methodological approaches. The paradigm of pedagogical management of the student groups determines the view on the study of this problem in the context of value-purpose settings of the educational process in accordance with the philosophy of education at the present stage. The paradigm carries the burden of determining positions in the professional activity of a teacher and is based on theoretical research methods. The paradigm in theory represents the form of pedagogical management of the student team, defining the semantic content of the concept of “pedagogical management of the student team” and provides a description of the organization and implementation of the teacher’s professional activities in terms of managerial competence. Thus, we came to the judgment of the professional activities of the teacher, in particular, the implementation of managerial competence. The study of pedagogical management of the student groups as a professional activity determines the formation of a set of necessary specially created means. The nature of the teacher’s professional activity in managing the student groups allows the theory of the question to be presented in the form of a paradigm (by analogy with human resource management). The paradigm of pedagogical management of the student groups is intended to consider pedagogical management as a specific function of professional pedagogical activity, as well as the level of management of the educational organization. The paradigm of pedagogical management of the student groups allows you to capture the change in the role of pedagogical management of the student team in the educational process and determine the place in the management of the educational organization of the teacher, the conditions for fulfilling the management functions of the teacher in a specific socio-historical period. It is noteworthy that due to the dual nature of the phenomenon in the teacher’s activities, the theory of professional pedagogy and the theory of human resource management are consistent as knowledge systems by using logical means of cognition. Therefore, in this paradigm, the object of study has a double role - it is also a means of experiment. Subject modeling allows you to imagine the performance of the teacher’s professional management by the student team in real conditions. Mathematical means of cognition are used to confirm the results of theoretical research. Conclusion. We consider the concept of “pedagogical management of the student body” as a system of ways to implement professional managerial competence. In the course of the study, having studied the information and analytical materials of educational institutions of the city of Chelyabinsk and the Chelyabinsk region, they came to the conclusion that in the current situation the assessment of the teacher’s professional activity is presented according to the system “mastery of professional competencies - assessment in the direction of professional pedagogical activity”. Therefore, the concept of “pedagogical management of the student body” can be represented by the formula “mastery of professional pedagogical managerial competence - assessment of the professional managerial competence of a teacher”. The implementation of the managerial competence of the teacher is possible by first modeling the system of “pedagogical management of the student body” through the convergence of concepts, identifying the fundamental methodological approaches and measures for the professional activity of the teacher, then materializing the managerial function. The mismatch of the given actions leads to a biased assessment of the performance of the teacher’s professional activity. Highlights: The main research methods of the concept “pedagogical management of the student team” were the analysis of scientific literature, the analysis of the documentation of educational institutions of Chelyabinsk and the Chelyabinsk region, the methods of cognition “idealization” and paradigm, subject modeling. The managerial competence of the teacher is provided by the concept of “pedagogical management of the student team”. This competence is formed in the course of the professional activity of the teacher and is a combination of organizational competence and management competence itself. The analysis of the practice of assessing the managerial competence of the teacher presented a lack of information on the implementation of the teacher’s professional competence.