IMPLEMENTATION OF THE TECHNOLOGY OF DIFFERENTIATED EDUCATION IN THE PROCESS OF SCIENTIFIC RESEARCH TRAINING OF SOCIAL WORK MASTERS

Abstract

The article deals with the problem of implementation of the technology of differentiated learning in the process of scientific research training of social work masters which is conditioned by the transition to the two-level system of professional training of future social workers. Since every graduate of the bachelor's degree, regardless of his acquired previous specialty, can enter the magistracy for the specialty «Social Work», such conditions put the masters of the first year of study into an unequal situation, in particular, in terms of their degree of readiness for research activity. This leads to the implementation of certain educational technologies in the process of scientific research preparation of the students, in particular, the differentiated learning. The purpose of the article is to determine the peculiarities of the implementation of the technology of differentiated learning in the process of scientific research preparation of masters of social work. Methods of work: analysis and synthesis of scientific literature (for clarification of key concepts of research); historical and retrospective (in order to identify the features of differentiated learning in the historical aspect); systematization, generalization (in order to formulate the final provisions and conclusions). It is clarified that the actualisation of the technology of differentiated learning is conditioned by the need to «equalize» the degree of readiness of future social workers for scientific research activities. Differentiated learning is defined as the form of organization of educational process, in which, with the help of certain content, forms, methods, rates and volumes of learning, the optimal conditions for mastering the students with the necessary knowledge, skills and abilities are created. It has been established that differentiated learning is a progressive form of organization of scientific research training of future social workers and is implemented at practical and seminary classes, during frontal, group and individual work at lectures as well as in the process of independent work of future specialists. The necessity of developing the appropriate educational and methodological support for students' preparation for scientific research activity (differentiated research tasks with gradual complication of educational material, multilevel independent work) is substantiated, as well as the counseling of students at all stages of their scientific search.