Abstract
The article analyzes the results of pedagogical experiment on introduction of educational model of readiness of future social workers for the profession in the institutions of social services for the elderly. Pedagogical model provided the isolation of its components, as conceptually-based, content-technology diagnostic and reflexive. Conceptually-target component serves as the scientific study of the problem. Content-technological component displays content, functions, forms training, methods, tools, stages of the educational process and pedagogical conditions of formation of future specialists of social work for professional work in institutions of social services for the elderly. Reflexive diagnostic component includes structural components, criteria, indicators and levels of readiness of the future experts of social work for professional work in institutions of social services for the elderly. The introduction of the pedagogical model is the readiness of the future experts of social work for professional work in institutions of social services for the elderly, the structure of which is determined through isolation of motivational, cognitive, operational and personal components. The criteria for forming these components is axiological, cognitive, activity and reflexive criteria, each of which has an optimal, adequate and critical level. Axiological criterion for determining the presence of a stable student motivation for professional activity in institutions of social services for the elderly. Cognitive test determines the presence of students in the professional knowledge required for the social work with the elderly. Activity-test detects the presence of the students the necessary professional skills. Reflective test determines the level of presence the students personal and professional qualities. Methods of evaluation criteria formation of structural components of future social workers to the profession in the institutions of social services for the elderly include special diagnostic tools. Pedagogical experiment results show significant positive changes the levels of readiness of future social workers to the profession in the institutions of social services for the elderly students in the experimental group compared with the control group of students. Particularly in the experimental group the number of students with an optimal level of formation of future social workers to the profession activities in institutions of social services for the elderly increased by 11,81%, while the control group - only 6,08%.
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