DEVELOPMENT OF THE EDUCATIONAL EXPERTS’ PROFESSIONAL COMPETENCE IN CONDUCTING INSTITUTIONAL AUDIT IN EDUCATIONAL INSTITUTIONS

Lyudmila Aleksіeіenko-Lemovska

doi:10.23856/3919

Abstract

The article considers the professional competence of educational experts in conducting the institutional audit of educational institutions is an integral multi-level professionally significant characteristic of the personality and activities of a specialist, based on effective professional experience; reflecting the systemic level of functioning of methodological, methodological and research knowledge, skills, experience, motivation, abilities and readiness for creative self-realization in expert activity, presupposes an optimal combination of methods of professional scientific-pedagogical and pedagogical activity. The development of professional competence is the development of a creative individuality, susceptibility to the pedagogical innovations, the ability to adapt to changes in the pedagogical environment. A structural and functional model has been developed that enables identification of interrelated components: goals, objectives, pedagogical conditions, principles, functions, stages, forms and methods of work, criteria, indicators and levels of development of educational experts professional competence in conducting institutional audit in educational institutions. The following theoretical research methods were used to solve certain problems: systematic analysis, comparison, systematization, classification and generalization of scientific and methodological literature on the problem of development of competence; method of systematic analysis of philosophical, psychological-pedagogical, sociological literature for theoretical generalization of leading scientific approaches to the development of educators’ competence; interpretation of key provisions of the study.

Highlights

Changes taking place in the modern education system are determined by the need for increased teachers’ professional development and professionalism, their professional competence
39 (2020) 2 the development of a system for ensuring the quality of education in educational institutions; society’s requirements for educational experts capable of self-development and self-education in the innovative professional environment; the need to ensure a high level of pedagogical interaction between educational experts and participants in the educational process; the need for a systematic approach to the problem of developing professional competence in the field of education; the need for practice in methodological support of the process of implementing a competence-based approach in the professional training of educational experts; activation of the role of professional competence, relevant in the context of modernization of modern pedagogical education
The purpose of this study is to develop approaches for determining the specifics and content of the professional competence of educational experts in conducting institutional audit in educational institutions, the scientific and research task is to substantiate the concept of developing the educational experts’ professional competence in conducting institutional audit in educational institutions

Summary

Introduction

Changes taking place in the modern education system are determined by the need for increased teachers’ professional development and professionalism, their professional competence. The professional competence of an educational expert is the ability to solve professional problems, tasks in the context of professional activity; the stock of knowledge and skills, which determines the effectiveness and efficiency of labor, a combination of personal and professional qualities It is determined by a motivated desire for continuous education and self-improvement, a creative and responsible attitude to work. The professional competence of educational experts in conducting the institutional audit of educational institutions is an integral multi-level professionally significant characteristic of the personality and activities of a specialist, based on effective professional experience; reflecting the systemic level of functioning of methodological, methodological and research knowledge, skills, experience, motivation, abilities and readiness for creative self-realization in expert activity, presupposes an optimal combination of methods of professional scientific-pedagogical and pedagogical activity. New requirements for the teacher education quality imply the need for changes in the organization, content, technology and scale of educational experts training for the institutional audit of educational institutions

The concept of development of educational experts’ professional competence

Conclusions