Academic journal article Review of European Studies

Features of Modeling the Formation of Teaching Staff Competitiveness

Academic journal article Review of European Studies

Features of Modeling the Formation of Teaching Staff Competitiveness

Article excerpt

Abstract

The state is interested in the formation of teaching staff competitiveness of both higher and secondary vocational education institutions, as it is associated with solving the problems of training competitive specialists for innovative production, increasing the social efficiency of organizations and institutions, economic recovery of the country. In this regard, this article reveals the specifics of modeling the process of the teaching staff competitiveness formation. Major approaches to the study of this problem were the integrative and milieu approaches, a symbiosis of which allows creating competitiveness of the teaching staff, taking into account the features of college educational environment, involving integration of educational, methodological and research activities of teachers; features of professional and interprofessional interaction between members of college teaching staff with staffs of other educational institutions, scientific research institutes, professional community. Specifics of modeling the formation of college teaching staff competitiveness consist in the set of components proposed by the authors (theoretically-methodological, functionally-targeted, substantive, procedural and productive clusters) and in their contents.

Keywords: modeling, competitiveness, teaching staff, integrative and milieu approaches

1. Introduction

The relevance of teachers' competitiveness formation is that the developing labor market makes high demands on the specialist. In all spheres of activity such qualities are becoming increasingly important as social responsibility, adequate perception and mobile response to new factors, independence and efficiency in decision-making, readiness for democratic dialogue, socially active action, including protection of one's rights, the ability to quickly adapt to new conditions and other qualities that determine the competitiveness of an individual (Ivanenko et al., 2015).

In this regard, even more relevant becomes the task of strengthening the focus of the educational process on the professional's competitiveness formation. Obvious has become the fact that a competitive specialist can be trained only by a competitive teacher-a person responsible for education, training and development of the oncoming generation. This fact has predetermined the appearance of teachers' competitiveness formation problem in educational theory and practice (Andreev, 2004; Bodyan, 2009; Masalimova & Shaidullin, 2006; Ansoff, 2009).

The state is interested in forming competitiveness of teachers of both higher and secondary vocational education institutions; as it is associated with solving the problems of training future competitive specialists for innovative production, increase of the organizations' and institutions' social efficiency performance, economic recovery of the country.

However, in the documents on education, the state standards, including those for teaching professions, the concept of "competitiveness" has not been reflected enough. This is due to lack of theoretical elaboration of this problem.

2. Literature Review

In academic literature there is a sufficient amount of research devoted to the development of a model to form competitiveness of professionals, students, and future teachers. However, there are no studies devoted to the development of models to form competitiveness of teaching staff. Consequently, on developing a model as part of our research it is necessary to draw on the existing studies, which reveal the nature and content of the modeling process.

The works of many scientists are dedicated to the review of structural components of a model for forming a specialist's competitiveness: Angelovsky (2004), Bodyan (2009), Dushkina (2001) and others.

O. V. Dushkina, for example, explores the targeted, activity-based, and efficiency control components, as well as components that reflect the professional orientation, knowledge, abilities, skills and professional strengths (Dushkina, 2001). …

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