ВПЛИВ НАВЧАЛЬНО-ПЕДАГОГІЧНИХ СИТУАЦІЙ В ПЕРІОД ПРОФЕСІЙНОЇ АДАПТАЦІЇ МАЙБУТНІХ ФАХІВЦІВ З СОЦІАЛЬНОЇ РОБОТИ

Abstract

The article considers the problems of professional adaptation as a process and results of becoming an individual; use of educational and pedagogical situations in the period of professional adaptation formation of competence as an integral ability to solve specific problems; criteria and indicators that reflect the compliance of professional and personal development with the requirements of the profession are determined; the importance and impact of problem situations in the process of training future social workers. Improving the training of social workers taking into account the complex and changing socio-economic, demographic and socio-cultural situation is undoubtedly one of the pressing problems of the theory and methodology of higher professional education, and therefore the problem of personality adaptation is now in the focus of researchers, including and pedagogical. Its relevance is due to the increasing role of the human factor in the development of Ukrainian society. The search for new ways of forming a creatively active personality is closely connected with the study of adaptation processes that underlie its interaction with society in all spheres of life - in communication, work, study and more. This is especially important for the professional development of the future specialist, as the effectiveness of professional adaptation will determine the success of the formation of his ideals, values, personal qualities. Professional adaptation of future employees is measured by the vital expediency of work, its results for man and society. the target setting of professional adaptation of a social work specialist in the process of his professional training directly depends on the educational approach implemented in the higher educational institution. As an optimal we have proposed a competency approach as the most appropriate to the goals and objectives of professional social work and one that represents its fundamental values. In this regard, professional adaptation is carried out in the direction of the formation of adaptive competence, the acquisition of value-semantic guidelines and the development of regulatory skills, objectively reflected in the motivational, cognitive, operational and regulatory criteria