Pedagogical Management in Inclusive Process of the Educational Institution
Keywords:
Education Manager, Inclusive Education, Inclusive Environment, Management, Profile of the Head of an Educational Institution.
Abstract
The aim of this article is to substantiate the requirements to the head of an inclusive education institution in the context of modern realities, to present the results of an experimental study of the development of education manager’s inclusive competence, the cognitive-activity and analytical-performance components of readiness to solve professional practical tasks. The professional profile of the head of an inclusive education institution (manager-leader-expert) is singled out, which combines pedagogical, psychological, inclusive competences, professional skills, as well as personal, business and professional qualities, value orientations, etc. The results of an empirical study of the level of inclusive readiness of modern leaders to form an inclusive environment in an educational institution are presented. Education managers from Ivano-Frankivsk and Cherkasy regions (Ukraine) (having 5-15 years of management experience) were involved in the experiment. Positive dynamics of increasing the level of readiness in the experimental group, for whom a series of thematic exercises (lectures, workshops, webinars) using innovative educational technologies was carried out.
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References
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Vasianovych, H., Budnyk, O., Klepar, M., Beshok, T., Blyznyuk, T. & Latyshevska, K. (2020). Pragmatism in Philosophy of Inclusive Education Studies and Problems of Teacher Training. Revista Inclusiones, 7(4), 59-73.
Woods, P. Woods, G. & Cowie, M. (2009). Tears, laughter, camaraderie: professional development for headteachers. School Leadership and Management, 29(3), 253-275.
Alves, M. M., Ribeiro, J. & Simões, F. (2013). Universal Design for Learning (UDL): Contributos para uma escola de todos. Indagatio Didactica, 5(4). https://doi.org/10.34624/id.v5i4.4290.
Arbeláez-Campillo, D. F., & Rojas-Bahamón, M. J. (2020). Visión y revisión de artículos científicos sobre temática agrícola en la Revista Amazonía Investiga. Revista De La Universidad Del Zulia, 11(29), 285-306. https://doi.org/10.46925//rdluz.29.19
Bakhrushyn, V. (2015). Information resources of education. Informatization of management. Available online. http://education-ua.org/ua/analytics/428-informatsijni-resursi-osviti-2-informatizatsiya-upravlinnya. Date of consultation 02/02/2021.
Budnyk, O. & Kotyk, M. (2020). Use of Information and Communication Technologies in the Inclusive Process of Educational Institutions. Journal of Vasyl Stefanyk Precarpathian National University, 7(1), 15-23. https://doi.org/10.15330/jpnu.7.1.15-23.
Budnyk, O., Fomin, K., Novoselska, N. & Voitovych, A. (2020). Preparing Teachers to Organize Dialogic Learning of Students: Communicative Aspect. Revista Inclusiones, 7(4), 117-129.
Chaikovskyi, M. (2012). Inclusive competence as a component of professional competence of subjects of educational process. Pedagogy and psychology of vocational education, 2, 15-21.
Danylenko, L. I. (2007). Managing an inclusive school on the basis of educational innovation management. In: Inclusive school: features of organization and management. Foundation of Ukraine "Step by step". http://www.ussf.kiev.ua/iearticles/77/
Einsiedel Jr., A. A. (1987). Profile of effective project managers. Project Management Journal, l(18), 51-56.
Goleman, D. P. (1995). Emotional intelligence: Why it can matter more than IQ for character, health and lifelong achievement. New York: Bantam Books.
Hoekstra, A. & Newton, P. (2017). Departmental leadership for learning in vocational and professional education. Empirical Research in Vocational Education and Training, 9(12). https://journals.uran.ua/swe/article/view/2520-6230.20.3.12
Kolupaieva, A. (2009). Inclusive education: realities and prospects. Kyiv: Sammit-Knyha.
Lyons, W. E., Thompson, S. A. & Timmons, V. (2016). ‘We are inclusive. We are a team. Let's just do it’: commitment, collective efficacy, and agency in four inclusive schools. International Journal of Inclusive Education, 20(8), 889-907. https://doi.org/10.1080/13603116.2015.1122841
Machin, D. (2014). Professional educator or professional manager? The contested role of the for-profit international school Principal. Journal of Research in International Education, 13(1), 19-29. https://doi.org/10.1177/1475240914521347
Moldazhanova, A., Toleubekova, R., Zhumataeva, E. & Sarzhanova, G. (2018). Qualities of a modern manager in the education system: A study among the teaching and administrative staff of Universities in the Republik of Kasakhstan. Revista ESPACIOS, 39(05), 17.
Oliveira, A. R. P., Munster, M. A. & Gonçalves, A. G. (2019). Universal Design for Learning and Inclusive Education: a Systematic Review in the International Literature. Revista Brasileira de Educação Especial, 25(4), 675-690. https://www.scielo.br/scielo.php?script=sci_arttext&pid=S1413-65382019000400675&tlng=pt.
Shved, M. (2015). Fundamentals of inclusive education. Lviv: Ukrainian Catholic University.
Smolinska, O., Budnyk, O., Voitovych, A., Palahniuk, M. & Smoliuk, А. (2020). The Problem of Health Protection in Modern Educational Institutions. Revista Inclusiones, 7(4), 108-116.
Spendlove, M. (2007). Competencies for effective leadership in higher education. International Journal of Educational Management, 21(5), 407-417.
Trubitsyna, O. & Demchenko, V. (2020). Management of Higher Education Institutions: Application of Innovation. Social Work and Education, 7(3), 383-393. https://doi.org/10.25128/2520-6230.20.3.12.
Vasianovych, H., Budnyk, O., Klepar, M., Beshok, T., Blyznyuk, T. & Latyshevska, K. (2020). Pragmatism in Philosophy of Inclusive Education Studies and Problems of Teacher Training. Revista Inclusiones, 7(4), 59-73.
Woods, P. Woods, G. & Cowie, M. (2009). Tears, laughter, camaraderie: professional development for headteachers. School Leadership and Management, 29(3), 253-275.
Published
2021-05-05
How to Cite
Nikolaesku, I., Budnyk, O., Bondar, V., Tepla, O., & Berezovska, L. (2021). Pedagogical Management in Inclusive Process of the Educational Institution. Amazonia Investiga, 10(39), 76-85. https://doi.org/10.34069/AI/2021.39.03.7
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