Formation Of Social Competence Research Articles

INTERACTIVE INNOVATIVE TECHNOLOGIES DURING THE TEACHING OF THE COURSE «PROJECT MANAGEMENT IN EDUCATION»

Theoretical and applied features of using the innovative interactive technologies during educational activities in the teaching process the discipline «Project Management in Education» Generalization and systematization researching in the field of innovative technologies allowed to justify the main ways of implementing innovative technologies in teaching the discipline. The purpose of the article is to characterize the main ways of implementing interactive innovative technologies during the study of the discipline «Project Management in Education» Expanding the content of the discipline with theoretical knowledge and practice-oriented tasks for the development and implementation of projects in education will significantly enrich and modernize the content of this discipline. Disclosure of the peculiarities of the implementation of innovative technologies during the study of «Project Management in Education» will improve the quality of their training in modern conditions. During the study of each topic of this discipline, the advantages of its implementation are described. Among the features of the use of innovative technologies at each stage of assimilation are substantiated: rationalization of classroom use, increasing the level of independence of master students in making professional decisions and responsibility for their adoption, increasing cognitive activity and critical thinking, individual approach to each educational process student, reorientation change of role relationships, when the student becomes a seeker of their own competencies, and the teacher forms a conscious attitude to the processing of information sources, develops a conscious motivation for the discipline. Reforming the Ukrainian education system causes changes in the content and orientation of social institutions, further development of the educational system, shifting the benchmarks of training highly professional specialists in external monitoring to meaningful analysis of the quality of these reforms, which determines the formation of general, professional and social competencies.

Trends in the formation of social and professional skills and competencies of schoolchildren during the period of significant social changes in the field of education

Trends in the formation of social and professional skills and competencies of schoolchildren during the period of significant social changes in the field of education

The formation algorithm of social-projected competences of experts in ecology

The article is devoted to the analysis of the algorithm of formation of social and project competencies of ecologists as a basis for the development of appropriate training programs. For this purpose, the analysis of process of social and ecological designing in which value- willed, conceptual and normative-administrative stages are allocated is carried out. Accordingly, the content of social and project competencies of experts in ecology is determined, and the programming of the formation of social and project competence of experts in ecology is reoriented to the development of the ability of experts in ecology: 1) identify and articulate the deep integrated socio-ecological interests of a particular community; 2) to substantiate the social-project idea as an explanation of the laws of translational social transformations of the natural environment; 3) to overcome the dogmatism of outdated linguistic non-normative forms, and instead to be able to discover new social and project eco-meanings in them.

Social interaction competence formation as a basis for the construction of the content and processual parties of professional activity of the law and social security organization specialists

Social interaction competence formation as a basis for the construction of the content and processual parties of professional activity of the law and social security organization specialists

Theoretical framework of social competence among students of the higher schools

The article carried out a theoretical analysis of the concepts of competence, competence, social competence, studied the literature on the age and psychological characteristics of high school students, the development of their social competence, selected possible psychological methods for measuring social competence, considered the forms and methods of developing the social competence of high school students, given methodological recommendations for senior school teachers, aimed at developing the social competence of senior students, the pedagogical conditions for the formation of social competence of senior students are determined.

Pedagogical conditions of formation of social competence of junior schoolchildren at lessons of literary reading at studying of comic genres

Pedagogical conditions of formation of social competence of junior schoolchildren at lessons of literary reading at studying of comic genres

РОЛЬ ПРОЦЕССА САМОРАЗВИТИЯ ДЛЯ ФОРМИРОВАНИЯ СОЦИАЛЬНОЙ КОМПЕТЕНТНОСТИ У БУДУЩИХ БАКАЛАВРОВ ЮРИСПРУДЕНЦИИ

The importance of the process of self-development for the forming specialist is quite obvious. However, as a result of self-improvement is usually perceived only as a personal benefit (egocentric effects). Taking into account L. С. Vygotsky’s approach to the phenomenon of «interiorization,» the authors suggest that society is the source and ultimate consumer of all the effects of personal self-improvement. In other words, all important personal psychological phenomena are not only caused by communicative processes within a given society, but are also aimed at strengthening them. Consequently, the integration of the individual into society is mediated by two grounds: 1) strengthening interpersonal ties, which is a guarantor of the security of society; 2) development of the personality itself. A rich personal inner world becomes a tool of self-knowledge and an effective tool of interaction with society. It is assumed that at a deep level fundamental psychological regularities are unified for all representatives of society, and personal reflection allows to reveal all the latent regularities of its development. We will also strengthen our judgments by the fact that self-improvement is a structural element of such a new formation as social competence. Finally, it should be clarified that the scientific interest of the authors is related to such a professional community as future bachelors of law. Therefore, the aim of the study is to clarify the significance of personal self-actualization within the mastered profession for the formation of social competence. Theoretical and empirical research was conducted to verify the hypothesis. Practical verification was made on the basis of the results of the test of Communicative Social Competence (CSC). At the end of the study it was revealed that future bachelors of law, who actively participated in the sessions on self-development, finding their purpose for society, showed a confident growth of social competence skills.

Формирование социальных компетенций у воспитанников ЦССВ в условиях их адаптации в замещающих семьях.

The article raises the topic of the formation of social competencies among pupils of centers for the promotion of family education. The issues of adaptation of orphans in foster families are also considered. The aim of the work is to study the formation of social competencies in pupils and graduates of the Centers for the Promotion of Family Education, as well as children from foster families. It was assumed that the full-fledged formation of social competencies in orphans is difficult without the support of a foster family. The tasks were solved: to study the concept of social competences and the peculiarities of their formation; to determine the differences in social competencies among children from foster families and pupils of the Centers for the Promotion of Family Education; to form social competences in a child. Methods for the formation of social, personal and other competencies are very diverse. It is important to select them, paying attention to the age, psychological and physiological state of the child.

Formation of socio-communicative competence of the future teacher

The article is devoted to the problem of the formation of a teacher's social and communicative readiness to solve professional problems as one of the basic pedagogical competencies in the context of the digitalization of education. The problem of creating conditions for the formation and development of a digital learning culture is considered from the point of view of the updated conceptual apparatus of modern pedagogy, the introduction of such concepts as digital learning, mixed classes, network interaction. Potential educational opportunities and risks of organizing the pedagogical process using digital means and technologies are identified. Consideration of the essential characteristics and structure of social and communicative competence made it possible to reveal the practice-oriented features of the teacher's professional readiness, focused on the active use of distance learning technologies. The analysis of the structures and content of models for the formation of social and communicative competence in the system of training pedagogical personnel allows us to variably present the algorithms and mechanisms for mastering the «new culture of learning» in the realities of the digital society.

Опыт удаленного школьного обучения: возможные риски для успешности социализации обучающихся

The author analyses the results of a socio-psychological survey conducted during forced dis-tance learning in general education schools**. The study involved schoolchildren (7–11 grades), teach-ers, parents and school administrators (1 046 re-spondents in total). One of the objectives was to study what things in the context of distance learn-ing can contribute to the emergence of risks of suc-cessful socialization of students and the formation of social competencies. The results revealed those aspects that need to be taken into account when introducing digital technologies into school educa-tion. It is shown that it is necessary to develop and implement psychological and pedagogical condi-tions and methods that ensure the effectiveness of digitalization of education, focused not only on the cognitive development of students and ensuring the success of socialization, but also the development of the subject of activity not as a user of Internet resources, but as a meta-subject that can effectively and creatively use digital resources of the educa-tional environment.

РЕЗУЛЬТАТИ ДОСЛІДНИЦЬКО-ЕКСПЕРИМЕНТАЛЬНОЇ РОБОТИ З ФОРМУВАННЯ СОЦІАЛЬНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

The article actualizes the problem of formation of social competence of future social workers in the conditions of their professional training. An overview of recent research and publications on the outlined problem is presented. The author of the scientific article formulated the main tasks of the experimental study, defined its purpose. It consisted of a pedagogical experiment to determine the state of formation of the studied construct, to establish the effectiveness of the model of formation of social competence in students, the impact of conditions and selected and tested tools, methods and forms of its formation. He noted that to test the hypothesis about the effectiveness of the system of formation of the above competence, students conducted a pedagogical experiment, which took place in three stages (aerobatic, ascertaining, and formative). The structure of social competence of future professionals is revealed through such components as motivational-value, cognitive-activity and personal-reflexive. The scientist outlines their content. The diagnostic tools for assessing the state of formation of the components of the social competence of students, the results of experimental research are presented. The author presented a table of experimental results and comparative histograms showing the changes. An analysis of the data of the control section of the formative stage of the study showed that the quantitative indicators of the formation of all components of social competence future social workers from the experimental group left the study with much better results than students who were in the control group. The conclusion is made about the effectiveness of the implementation in the process of professional training of future social workers of the system aimed at the formation of their social competence during professional training at the university.

ШЛЯХИ ФОРМУВАННЯ СОЦІАЛЬНОЇ КОМПЕТЕНЦІЇ НА УРОКАХ УКРАЇНСЬКОЇ МОВИ В СУЧАСНОМУ ОСВІТНЬОМУ ПРОСТОРІ

The article shows the place of social competence in the system of key competencies in the application of the competence approach in the process of learning the Ukrainian language, as well as identifies the means, conditions and methods of forming social competence on the lessons. The author notes that the strategy of modern pedagogical education which is based on the need to develop various competencies and subjective development and self-development of the student and teacher, able to go beyond regulatory activities and carry out innovative, creative processes, involve changes in the educational process. Understanding the problems of modern school allows the author to conclude that it is necessary to build a system of educational space that would optimally take into account not only the peculiarities of professional development, but also the patterns of personal development, the formation of socially significant competencies of students. The formation of social competence should be a key task in the modern competence approach because a high level of its formation is the key to successful self-realization of a person in all spheres of society and a condition for achieving a level of self-transcendence in personality development. The very achievement of the level of self-transcendence requires the objective need of a person in the transformation of the world around him, with its changes and development. The author emphasizes that the organization of the educational process today creates the conditions for the formation of students' experience of independent solution of cognitive, communicative, organizational, social, creative, moral and other problems that make up the content of education. In this case, the actual content of education is to form a didactically adapted social experience of solving such problems. It is determined that one of the lines of implementation of the competency approach is to strengthen the applied, practical nature of all education, including the process of learning the Ukrainian language. According to the author’s view, the process of learning the Ukrainian language is filled with such tasks and activities, which implementation without the actualization of the pedagogical position of the student as a holistic vocational education, is impossible. Key words: competence approach, key competencies, social competence, communicative competence, forms of learning.

THEORETICAL ASPECTS OF THE FORMATION OF SOCIAL COMPETENCE OF PRESCHOOL CHILDREN

This article discusses the theoretical content of the formation of social competence of preschool children. The role of the preschool organization in creating all conditions for the child to realize their personal capabilities, to help identify and reveal their individuality is determined. In pre-school organizations, promoting the formation of a unique personality in the process of education and upbringing, special attention is paid to creating conditions for the adaptation of each child to the social environment and the organization of education. As a result of the theoretical analysis of the concept of "social competence",the author notes that an important task of preschool education is to develop a new meaningful methodologythat allows the child to actively integrate and adapt in the social environment and become a socially competent person in the future

The Formation of Social Competence in Teachers trough Amaliyah Tadris of The Final Graduate Students of Kulliyatul Mu'allimaat Al-Islamiyah in Islamic Boarding School Darussalam Gontor for Girls 1st Campus

The teacher has an important role in preparing good comunity members to be able to face future challenges. Therefore, teachers need to have social competence in order to able to interact and communicate with students effectively and efficiently, which teachers will be emulated by their student. But, sometimes the attitude of students who are not based on politeness, ignoring the existence of teachers, insulting and even harassing teachers is one of the anxieties in the world of education. Therefore required the determination of social competence in teachers through Amaliyah Tadris activities before the teaching-learning process. Kulliyatul Mu'allimaat Al-Islamiyah is an islamic educational institution oriented to the formation of personal teachers by implementing Amaliyah Tadris activity. This research is a qualitative descreptive study, which used some data collection techniques: interview, observation, documentation, and triangulation. While the data analiysis techniques used Miles and Huberman's data analysis, there are: data reduction, data display, and verification. The result of this study indicate that, 1) Amaliyah Tadris is the last educational touch for final graduate students is to complete and perfect superior character education. Before starting this activity, the Boarding school provided students with tarbiyah material review, teaching practices, guidance and advice. The teachers write a preparation book (i'dad) before teaching. The supervisors and other students supervise the process of teaching. After Amaliyah Tadris , all of supervisors and students finally conduct an evaluation of the teaching by the teacher which is divided into several groups. 2) The formation of social competence in teachers through Amaliyah Tadris of the final graduate students of Kulliyatul Mu'allimaat Al-Islamiyah is carried out before the activity take place, concurrent with the activity, and at the end of the activity. Begins with guidance and advice, supervised by supervision, and end with evaluation.

Ознайомлення учнів із сучасними агротехнологіями як засіб формування соціальної і громадської компетентності на уроках фізики

The article deals with didactic issues of familiarizing students of a comprehensive school with promising technologies in the agricultural sector and their importance in solving modern socio-economic problems. It is noted that the formation of ideas about modern technologies in the study of general subjects contributes to the professional orientation of students, which provides for informational and pedagogical activities of the family, school, state and commercial organizations that provide assistance to young people in choosing a profession, taking into account the individual interests of each person and the needs of the labor market. The purpose of the article is to show the feasibility of introducing students to modern agricultural technologies for the formation of social and social competence of students in a specialized school and their professional orientation. Familiarization of students with modern agricultural technologies in the process of teaching physics should be carried out in close connection with the study of program material and contribute to its more durable assimilation. This can be realized with the help of a set of training methods: a physical experiment of technical content, solving problems of practical content, study tours, training projects, multimedia applications, etc. Educational material of an applied nature, for the formation of students 'general cultural competence, must meet the requirements: to contribute to a conscious and lasting assimilation of knowledge, to promote students' professional orientation, to correspond to the modern level of development of technologies and equipment, to demonstrate technological re-equipment of the agricultural industry. Taking into account the requirements considered and taking into account the agribusiness strategy of the future, we examined the methodology for forming students' ideas and concepts about innovative technologies that are concentrated in the fields of precision farming, artificial intelligence, automation, robotics, satellite monitoring systems, the use of gadgets in farms and others. Particular attention in the article is given to field trips and research projects, as important means of career guidance and formation of students' horizons. It can be stated that the physics course of a comprehensive school has tremendous potential for the formation of general cultural competence. Familiarization of students with modern agricultural technologies contributes to the readiness of school graduates to work in the conditions of innovative development of the economy, provides targeted orientation to the agricultural professions that are in demand on the labor market.

Extracurricular Activities as a Form of Development of Social Competence of Adolescents with Intellectual Disorders

The formation and development of social competence of adolescents with intellectual disabilities is a priority of special educational institutions, because it is the key to successful socialization of these students. The main goal is to reveal the psychological and pedagogical conditions for the formation of social competence of adolescents with intellectual disabilities through their engagement into the extracurricular activities. The method involves considering the capabilities of each teenager in extracurricular activities at any age. Extracurricular activities that are based on each individual case of every student are used to form specific competencies that are especially important for him at the next level of learning and socialization. The experiment involved 114 adolescents aged 12-16 years studying in special educational institutions. Based on the components of social competence, the following methods were selected and diagnostics were performed: projective technique “Incomplete Sentences”, projective drawing “My Friends”, observation, exploratory technique “My Orientations”, exploratory technique “Nonverbal characteristics of communication”, observation, Saul Rosenzweig test, exploratory technique “An Island”, projective technique “Joint Drawing”, drama game “The Turnip”, exploratory technique “Assess the Behavior”, a discussion based on short stories “The Hero’s Character and His Actions”. The number of adolescents with intellectual disabilities who have cognitive-related competencies has increased significantly (t=5,01; p=0,001); ; competencies of motivational and value sphere (t=4,7; p=0,01). Increased was the number of adolescents who adequately assess themselves and their abilities and capabilities (33, 85%), use socially acceptable behavior and understand moral norms (39, 47%). The level of control over students’ own actions has significantly increased, as well as their ability to evaluate their own actions and self-reflect (t = 5.3; p = 0.05). The diagnostic results obtained after the introduction of the method testified to the effectiveness of its use for adolescents with intellectual disabilities in the conditions of special educational institutions.

The Development of Social Competence in Preschoolers with Disabilities as the Condition for Their Successful Educational Integration

The article presents the results of a theoretical and experimental study of an age-related psychological formation - social competence in preschool children with disabilities. The characteristic of diagnostic tools aims at studying the cognitive, emotional and behavioral component of social competence is given. The article reveals the conceptual foundations and stages of experimental research. At the first stage of the study, the levels of social competence formation have been identified and described in accordance with the identified assessment criteria. The analysis of the influence of the level of development of social competence components on the process of social adaptation to new conditions in special (correctional) and inclusive educational organizations has been presented. The experimental data presented in the study indicate systemic lack of social competence in preschool children with disabilities of various nosological groups (children with mental retardation, children with mild mental retardation, children with general speech underdevelopment, and children with visual impairments). At the second stage of the study, it has been indicated that the pedagogically organized inclusion of children with disabilities into the system of new social relations (at the stage of adaptation to school) is a key condition for their successful socialization. The necessity of the activation of their developmental capabilities in a changing situation of social development has been substantiated. It is proved that the social competence of children with disabilities will be the subjective prerequisite of school adaptation.

Pedagogical Conditions of Young Learners’ Social Competence Formation in the Educational Process of Modern Ukrainian Primary School

Up to date, there are growing appeals for the Ukrainians’ social security and protection under the conditions of increasing technogenic and growing informational load, leading to the risk of destroying personality. Previous studies have emphasized that social competence becomes more complicated as children grow older, and most intervention efforts for this age group target individual skills, the family, and the classroom setting. It is of critical value to nurture physically robust and socially developed full-fledged citizens, since there is a lack of the national rigorous study in the relevant domain. The aim of the research is to further extend and design social interaction research, the theoretical discourse and practical vision of fostering and improving primary schoolchildren’s social competence in the new Ukrainian school setting. Taking a broad view on different approaches to the concept of social competence, we consider it a person’s integrative capacity, formed in the process of his/her socialization experience. Thus, sharing societal norms and expectations, motives, values, emotional and practical skills, and knowledge, a person gains effectiveness of interaction with other people, independently finds constructive solutions to problems in real life situations, and rapidly adapts to new living conditions. Fostering and improving social competence in primary schoolchildren in the New Ukrainian School setting should become an indispensable part of school-parents’ partnership in designing a variety of strategies and practices for improving schoolchildren’s social knowledge and skills, and respectively making young learners balancing studies and social life.

СОЦІАЛЬНЕ ПАРТНЕРСТВО ЯК ПЕДАГОГІЧНЕ ЯВИЩЕ У ФОРМУВАННІ ГРОМАДЯНИНА-ПАТРІОТА

In the article, an educational partnership is revealed as a special sphere of social and social life, one of the factors of effective interaction between school and community in the formation of a citizen - patriot, problems - education of subjects of civil society of Ukraine in the educational process, the formation of human-citizen, first of all, a member of civil society, based on historical roots and socio-political and pedagogical traditions. The current stage of development of Ukraine as an independent state requires the institutions of socialization to take into account a number of general pedagogical factors of the formation of a patriotically-minded citizen-patriot. It is about updating approaches to the purpose, content, and structure of social competence formation by Ukrainian secondary education institutions based on partnership pedagogy. Understanding that objective factors – social, economic, legal, cultural – play a decisive role in the achievement of the completeness and completion of patriot education, we believe that modern educational institutions can now make a significant contribution to education in this direction. At the present stage of the socio-economic development of our society, the requirements for the upbringing of the younger generation entering into independent life have radically changed. How to organize the process of education of students? What content does it fill? How to shape the principles and ideals of a Ukrainian citizen? Such questions are of concern to teachers – practitioners, educators, academics, education leaders who are seeking to build a Ukrainian national school. Life itself requires a modern educational institution to form a person who is able to build a decent life in a dignified society, to form a modern worldview, ideas, views and beliefs based on the key heritage of national and world culture, the principles of humanism, democracy, family unity and school, succession, and continuity of generations. It is revealed as one of the promising directions of updating the educational paradigm for the return of its own ideology to Ukraine: content, potential, history, the pantheon of heroes and prominent figures and rethinking the existing experience.

FORMATION OF SOCIAL COMPETENCE IN FUTURE SOCIAL EMPLOYEES BY MEANS OF INFORMATION AND COMMUNICATION TECHNOLOGIES

The author of the article raises the problem of future social workers’ social competence formation. The purpose of the article is to unlock the potential and possibilities of using ICT as a means of shaping and developing the social competence of future social workers.The author argues that the use of ICT in the training of future social workers and the formation of their social competence will contribute to: individualization of education; designing his/her imaginative “I” in the future profession; mastering the skills of “lifelong learning”; enhancing the motivation of the learning subjects in their use and the emotional background of the educational process; activation of independent activity; activation of self-education and reflection; providing a wide range of contacts, the ability to communicate through the Internet without any space, time constraints, etc.; complex influence on different senses; accumulation of information and knowledge in the context of contemporary socio-cultural transformations; increasing the level of social competence formation and its integrative level in general.The author defines the prerequisites for the use of ICT by students. She reveals the basic skills and competences of the social worker in the process of using ICT as a means of forming and developing their own social competence. Scientist unlocks the potential of online distance learning platforms and massive open online courses, social networks, interactive online forms of educational work organization, etc. – as a means of forming and developing the social competence of future social workers.