Methodological Aspects of Content – Based Strategies in Classroom Managerial Activity

Abstract

The cardinal changes in the socio-economic situation that have taken place in recent decades, the intensive development of market relations and integration processes have also affected the sphere of higher education, since, like many countries of the world, they find themselves in a situation of intense competition, which imposes special responsibility on managerial activity and requires current and future teachers of universities to master such an area of scientific knowledge and management practice in education. For pedagogical science, it is relevant to comprehend educational management as an interdisciplinary multidimensional phenomenon, identify the pedagogical aspects of this phenomenon, and comprehend the concepts and strategies of educational management in domestic and foreign pedagogy. The pedagogical component of this phenomenon is associated with the content and methods of organizing the educational process, with the transmission and formation of collective and individual knowledge. At the same time, these processes are carried out in organizations of various types: schools and universities, enterprises, public organizations. The implementation of the control function involves: monitoring progress and attendance, identifying possible problems for each student. The control of activity is understood as the realization of self-control of the class teacher, the student team and each student as an individual This research paper describes the problems of the methodological aspects of content-based strategies in classroom managerial activity and specifics of the designated technology, the advantages of its implementation in higher educational science, comparing the difficulties that the academic staff of the university may face when implementing it. The paper examines the contradictions faced by teachers in specific aim and teachers of specialized disciplines, and gives a critical assessment of how well curricula and programs meet the needs of teachers and students. The appropriate sides and disadvantages of using the technology of CBS in the organization of classes in order to help teachers effectively plan their activities are also investigated. In conclusion, the author argues that an integrated interdisciplinary mode to teaching profile-oriented disciplines based on the described technology is a powerful platform necessary for the training of highly qualified specialists in a specific field.