PORTFOLIO AS A MEANS FOR BUILDING PROFESSIONAL AND ETHICAL COMPETENCE OF THE INTENDING EDUCATIONAL MANAGER

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The article analyzes the peculiarities of applying portfolio technology as a means for building professional and ethical competence of intending education managers. The content of the concept of “portfolio” and “professional and ethical competence” is considered. The necessity of introducing interactive methods and learning technologies in the educational institutions of higher education institutions, which will contribute to building professional and ethical competence of intending education managers, is substantiated. The methodological basis of the research is a systematic approach to studying the provisions of Pedagogy as a science regarding the use of the portfolio. “Portfolio” in the system of higher education is a systematic and specially organized collection of evidence that serves as a means of systematic reflection of the student’s own activities and presents its results for the current assessment of acquired competencies or competitive entry into the labor market. The article gives an example of building professional and ethical competence of intending education managers through portfolio management during the educational discipline “Pedagogical Ethics”. On the example of the discipline “Pedagogical Ethics” we describe the components of the content of the portfolio, which is used to build the professional and ethical competence of intending education managers. The work of creating a portfolio in the process of building the professional and ethical competence of intending education managers was carried out in several stages, which are analyzed in this article.It is proved that creating a portfolio in the process of building professional and ethical competence of intending education managers allows solving the following pedagogical tasks: to develop skills of reflexive and evaluation activity of masters; support and motivate the achievement of the goal, as the portfolio sets the student to a successful demonstration; initiate and stimulate the processes of selfeducation; to include the student in the process of developing professional and ethical competence; evaluate efforts, progress.