METHODOLOGICAL SYSTEM OF A HIGHER EDUCATIONAL ESTABLISHMENT AIMED AT DEVELOPING FUTURE SOCIAL CARE TEACHERS’ COMMITMENT TO WORK IN CENTERS OF EARLY SOCIAL REHABILITATION

Abstract

Scholarly grounds of the systemic approach allowed the author to analyze the pedagogical phenomenon of methodological system from the point of view of the totality of interrelated hierarchal components determining the processes aimed at higher education quality maintenance. The article discusses methodological system of students training for work in early rehabilitation establishments. This system is viewed as a cluster of three components: methodological and purposeful, content-related and procedural, and monitoring and impactful. The system-shaping element of the mentioned system is the aim – the development of future social care teachers’ commitment, which is implemented by means of developing worldview and positional, operational and cognitive, and personal and resourceful components of the commitment. The article proves that the content of future social care teachers’ training determines the selection of organizational forms, methods and means of education, as well as methodological framework. The efficacy of the elaborated system is researched from the point of view of functional and personally valuable results. The author emphasizes that the achievement of systematicity and complexity implies that the process of methodological system integration into the work of an educational establishment has to be prolonged for all the period of training, from the 1st to the 4th year (bachelor’s degree). The article presents the following conventional stages of methodological system implementation: propaedeutic (terms 1-4), guiding (terms 5-6), fundamental (terms 7-8). Specific components of the research and methodological support of the system are presented in the context of the development of future social care teachers’ commitment to work in early rehabilitation establishments.