Abstract
The purpose of this study lies in the theoretical investigation and consideration of modern requirements for the professional activity and competence of a social teacher in education. Employing qualitative methods, it explores personality-oriented, psychological-pedagogical, and practice-oriented approaches to enhance the preparatory process and professional development of social teachers. The results underscore the significance of ongoing professional development, flexibility in response to novel pedagogical approaches, and the creation of an all-encompassing competency framework that is in line with contemporary educational norms. The study emphasises how important social educators are to promoting social and individual growth through learning.
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