управління навчальним закладом, управление учебным заведением ; Т.М. Управління ВНЗ, освітою
Розкрито аспекти формування готовності до професійного саморозвитку майбутніх магістрів з УНЗ; уточнено зміст понять "професійний саморозвиток", "готовність до професійного саморозвтку". Професійний саморозвиток розглянуто як шлях самоаналізу, самоосвіти, самовдосконалення, самореалізації. Визначено сутність поняття "готовність до професійного саморозвитку майбутнього магістра з управління навчальним закладом". Теоретично обгрунтовано доцільність використання структурно-функціональної моделі формуванняготовності до професійного саморозвитку майбутніх магістрів з УНЗ.
Раскрыто аспекты формирования готовности к профессиональному саморазвитию будущих магистров по управлению учебными заведениями; уточнено содержание понятий "профессиональное саморазвитие", "готовность к профессиональному саморозвтку". Профессиональное саморазвитие рассмотрено как путь самоанализа, самообразования, самосовершенствования, самореализации. Определена сущность понятия "готовность к профессиональному саморазвитию будущего магистра по управлению учебным заведением". Теоретически обоснована целесообразность использования структурно-функциональной модели формирования готовности к профессиональному саморазвитию будущих магистров по управлению навчальнтмы заведениями.
Ready for professional self-concept defined by "professional self", "professional self-development of future masters of university management" and "readiness for professional activity."Based on the analysis and synthesis of scientific philosophical, pedagogical and psychological literature, found that the term "professional self" is interpreted as a key segment, form self-research perspective, a certain approach so on. The category of "professional self" is defined as a process of active integration and implementation of the professionally significant personal development of future specialist in professional training acquired professional knowledge, skills and abilities, and their needs, personal qualities and willingness to change. In this context, professional self-development of future masters of the university management appears as a continuous, conscious, purposeful, active process of personal and professional growth and improvement, based on the impact and interaction of internal and external factors, which aims to improve their management activities. Professional self-development of future masters reviewed through the formation of their readiness. Ready for the professional activity is understood as a complete state of preparedness rights to it to ensure its professional orientation, allows you to quickly adapt to the professional environment and successfully fulfill their functions. Ready for professional self-development is considered as an integrative set of personality traits acquired in the training and professional internal'nym ability to selftransformation
and consists of interrelated components: motivational-value, cognitive, operational and reflective. The conception of readiness for professional self-development has been determined. In this work was grounded the reasonable using of structural-functional model in readiness forming for professional self-development of future masters in school management that is structured in according of special purpose, resource-potential, organizational and criterial-predictive blocks. The reflected respective functions including. The author of the work theoretically proves that the introduction of the structural functional model in the preparation of future masters in management institution promotes significant changes at the level of their readiness for their-professional self-development
