У статті наголошено на необхідності здійснення якісної магістерської підготовки майбутніх керівників закладів освіти, яка повинна забезпечити високий рівень професійної підготовки педагога до виконання ним функцій керівника закладу освіти. Виокремлено принципові положення, що є ключовими моментами сучасної системи поглядів на менеджмент, що нерідко називають «новою управлінською парадигмою». Визначено основні напрями використання комп’ютерних програм в управлінні. З’ясовано, що ключовим питанням у вдосконаленні демократичного управління закладом освіти є наукова організація праці, оптимізація й інтенсифікація освітнього процесу, запобігання виникненню суперечностей, конфліктів запитів та інтересів, їх мінімізація. Виокремлено напрями інформатизації управління. Проаналізовано педагогічну спадщину В. О. Сухомлинського, що дає підстави говорити про те, що вченому вдалося органічно поєднати безцінні практичні знахідки з їх науковим осмисленням. Виділено низку сучасних освітніх проблем, які є актуальними для суспільства та привабливими для споживачів освітніх послуг.

In the article, the civic responsibility of the individual is interpreted as a joint creative activity, the interaction of teachers and their pupils, which stimulates the development of the best civic qualities in students by ensuring the necessary conditions for the effective functioning of the mechanism of the internal value-normative regulation of the civic behavior of the individual and its inclusion in various civic relations. Such a pedagogical process provides for the final result (harmonious personal development of citizens, optimization of civil interpersonal interaction) and the means of its implementation (availability of goals, programs, means, methods and performers). The modern modernization of the education system, which led to the emergence of new types of educational institutions, requires the search for new pedagogical technologies capable of ensuring the formation of a citizen with an active civic position, which involves not only mastering the knowledge of the rights and duties of citizens, convincing them of the expediency of democratic transformations society, the formation of high moral-willed, patriotic qualities and feelings, as well as the identification of motivated civic actions and actions. The structure of civic responsibility as a whole system, which includes three subsystems that characterize the natural, social and systemic qualities of citizenship, interconnected hierarchically and synergistically, is substantiated. The constituent elements of the structural part of the model of civil culture of the individual are presented. The components of civic responsibility are civic education, competence, activity, and experience in public activities. The development of social and civic competence in English classes within the cross-cutting content line "civic responsibility" is shown. The main methodological positions that are taken into account in the construction of the structure and dynamics of the formation of the civil responsibility of the individual are revealed.

The article considers the pedagogical culture of future masters as a component of professional competence, considers the fundamentalization of education by various scholars as a necessary condition for the pedagogical culture of future masters. The integrative core of a professional teacher is a highly formed pedagogical culture that allows individuals to self-actualize and self-realize in life, to find personal meanings in education. And the more the teacher has a pedagogical culture, the more complete will be his self-realization. Professional culture involves the ability to be a mediator, a «mediator» between students and educational material. Assimilation of this material occurs directly in the learning process, so the teacher must be ready to perform the role of advisor, assistant, consultant, communicator, partner. Successful performance of these tasks is facilitated by the presence of the qualities revealed in the article. Different points of view and approaches to the definition of the concept of fundamentalization of education are revealed. The concepts of fundamentalization of professional training of the future specialist are based on the purposes and functions of fundamentalization and on ways and means of its achievement, etc. Most authors agree only that: the fundamentalization of education is aimed at improving the quality of education and education of the individual and is necessary for the formation of pedagogical culture of future masters as part of their professional competence. Others imply the formation of culture and worldview, increasing creative and intellectual potential, the formation of professional competence of the specialist and the potential for further education, and so on. It was found that professional training includes not only the activities of teachers and students who form the learning process, but also the independent activities of the subject, self-development, assimilation of experience by the subject through analysis, understanding and transformation of the field of activity in which he included. It is revealed through the implementation of which approaches to the fundamentalization of higher professional education it becomes possible to form the pedagogical culture of future masters as a component of their professional competence, which contributes to improving the quality of training of future professionals in free economic education.

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