Abstract
In the context of the unstable development of contemporary civilization, attempts to consolidate efforts among the pedagogical community to ensure the proper quality of education in the 21st century are becoming more and more relevant. It seems that the solution to such an urgent problem is feasible by developing an additive integrated model of pedagogical management based on the implementation of the integrative educational space of a pedagogical university (hereinafter – IESPU). According to the authors, the emergence and constant reproduction of relationships between the administration and employees of educational organizations of higher education to achieve the strategic goals of the university should become the main goal of developing such a pedagogical university management model. The methodological basis for the development and implementation of an additively integrated model of pedagogical management is the integrative and spatial approaches that determine the feasibility of designing IESPU and allowing providing access to the formation of teachers’ subjectivity in their own professional activities in the context of continuous personal and professional self-development. The authors consider it appropriate to offer a certain set of areas, essential in their opinion, for planning and developing an additive model of pedagogical management in the context of designing and implementing IESPU, taking into account its qualitative, spatial-temporal, socially-determined, and scientifically-grounded parameters, as well as the urban environment in which pedagogical universities are located.
Highlights
In the context of the contemporary socio-cultural situation, higher education is one of the conditions for effective adaptation and self-actualization in constantly changing, unpredictable conditions
It is necessary to emphasize the special role of the urban environment, which should be considered as an open educational environment, and whose components and elements are most closely connected with the existing university architecture in cities, and have impact on the professional training of specialists, in particular, future teachers. Such a relationship can be expressed in the fact that urban specifics affect the IESPU, the quality and adaptation components of the professional activity of future teachers in a highly competitive urban environment filled with numerous risks and opportunities
To improve the quality of life of future teachers from the very beginning of their professional adaptation, as well as for retention in the profession, and professional and personal self-actualization, the authors believe it timely to discuss the development and implementation of the IESPU project, which is generally determined by the combination of general patterns of change and development of educational systems, which is known to pedagogical science, is a subject for pedagogical design and modeling, and at the same time, has real and potential resources to ensure contemporary quality standards in the field of formation of professional competence of subjects in the system of pedagogical education
Summary
In the context of the contemporary socio-cultural situation, higher education is one of the conditions for effective adaptation and self-actualization in constantly changing, unpredictable conditions. There are practically no scientific and methodological publications describing these areas All this together makes it difficult for educational organizations to “reach a new level of management development and move to the formation of integrated systems” [8]. Attracting the attention of researchers to the issues of pedagogical management, the authors insist on the expediency and timeliness of developing an additive strategy of pedagogical management as a target setting due to the challenges of modern civilization, assuming that this will allow integrating a set of process and system approaches to education management and the leadership of the principal into a rational management complex, as well as unite the administration and teaching staff based on common strategic goals and effective concern for continuous personal advancement and professional development, self-development, and joint responsibility
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