Future Social Educators Research Articles

Әлеуметтік педагогты кәсіби даярлауда Soft Skills дағдыларын дамыту мүмкіндіктері

In a rapidly changing world, the requirements for specialists are changing, and in this regard, the problem of developing soft skills becomes relevant. The authors analyzed the state of knowledge of soft skills, hard skills in domestic and foreign scientific, pedagogical, psychological literature. In order to determine the importance of Soft skills for social educators, the tasks and functions imposed on specialists of socio-pedagogical activity are differentiated. Within the framework of the article, soft skills were considered as a factor ensuring success in professional activity. According to the research of foreign scientists, the features, types and structures of soft skills have been identified. The foreign experience is analyzed and the ways of soft skills development in the training of specialists are determined. The article examines the views and attitudes of students of the specialty “Social Pedagogy and self-knowledge” to soft skills. During the research and theoretical analysis of soft skills, we found that they are difficult to track and measure because of their humanitarian aspects that do not meet real mathematical criteria. Analyzing the results of theoretical analysis and research, the authors identified the advantages of soft skills among future social educators, which have a positive impact on professional activity through the development of these skills.

Ethical dominants of English network slang neologisms in the development creativity of future social pedagogues during the foreign language classes

Ethical dominants of English network slang neologisms in the development creativity of future social pedagogues during the foreign language classes

Social Media Labs in the Social Education Degree: Exploring Digital Competences of University Students

Social media labs, as spaces for experimentation, have recently become one of the main mechanisms for innovation. The role of universities, with degrees focused on subjects linked to social innovation, can be a fundamental factor in social development. It is essential to transform traditional centres into spaces for dialogue, into creative ecosystems, simultaneously dedicated to reflection and debate, research and production, training, and socialisation. Within this framework, we carried out ethnographic research on the implementation of a social media laboratory developed with social education students during the last two academic years at the faculty of education in Palencia. The results provide evidence of the development by university students in some skills related to creativity, reflection, and debate, as well as various digital skills. In line with the existing literature, we show how the social media laboratory enables the acquisition of knowledge situated in the social reality of the environment that is of great use to future social educators, as well as some of its limitations in these processes of experimentation and social innovation.

Становление профессионализма будущих социальных педагогов в системе подготовки в России и Казахстане (сравнительный аспект)

Social pedagogues are specialists representing the nurturant profession that requires high professionalism and is still in great demand. The modern society needs highly qualified social pedagogues to address the issues of younger generation’s socialization in today's complex socio-economic and political context. Future social pedagogues improve their professional skills by mastering the profession through gaining the awareness of their professional level that motivates the career development. The excellence and necessary competences are incepted at the stage of professional education. The authors of this article investigate the features of future social pedagogues’ professional formation in the training systems of Russian and Kazakhstan. Research methods are analysis, comparison, generalization, synthesis, historical and pedagogical reconstruction. The article presents the results of a comparative analytical review of professional formation specifics in the national education systems of Russia and Kazakhstan. The comparison of professional formation specifics demonstrated the common problems of social pedagogues’ training determined by the shared historical past, the similarity of socio-economic factors in the development of the education systems. The identified differences imply the analysis of the ways to improve the training of future social pedagogues. The analysis shows that the professional success of social pedagogues is defined by focusing on social competences and social responsibility development as part of the training process. According to the authors, specialists' training based on the methodological principles of axiological approach contributes to the formation of future social pedagogues’ conscious attitude both to their education and their professional development.

The “Social Pedagogy” Subject in Southwest University “Neofi t Rilski” Academic Space

The main objective of the current study is to research and justify, from the position of time, the means for establishing the academic subject “Social Pedagogy” in the Faculty of Social Pedagogy at Southwest University “N. Rilski”, as well as to reveal its promising resources for quality education of students – future social pedagogues. To achieve the objective we rely on content analysis on empirical information in databases – university's administrative archive, electronic catalog of the university library, public profiles of the lecturers. Data related to the development of the Faculty of Pedagogy, the educational documentation of the subject – qualification characteristics of bachelor's and master's programs and curricula, scientific production of teachers - publications, monographs, textbooks and teaching manuals are monitored and analyzed.

Training of future social educators on prevention of the propensity of adolescents to victim behavior

In the article, the authors present to future social educators an overview of the causes and consequences of adolescents' predisposition to victim behavior, the nature of this phenomenon as a whole and the history of the emergence of the scientific direction. The main task of a social pedagogue is the social protection of a child, a teenager, providing him with social, psychological or medical assistance, organizing his education, as well as ensuring his rehabilitation and adaptation in society. In general, the social significance of social pedagogy is to help people who are in a difficult, tragic situation - their families, children, helping them to find their place in life, to develop further based on their abilities and abilities. At the same time, in order to solve these problems, the social pedagogue studies the child, determines his condition, the level of isolation and looks for ways out of it, plans.The phenomenon of victimhood will deepen the problem and determine how to understand the psychology of the victim and how to prevent it. The authors also focus on terminological problems of victimology as a scientific direction in the Kazakh language and try to substantiate them. Key words: socio-pedagogical victimology, victimization, victim behavior, "difficult teenagers".

The problem of the development of emotional intelligence of future social educators

The purpose of this research is to evaluate the development problem of the emotional intelligence of future social educators in line with the views of future social educators. This research was designed in accordance with the qualitative research method. The study group of the research consisted of 40 pre-service teachers studying in the department of social studies teaching at a university in Almaty, Kazakhstan, in the 2021–2022 academic year. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, it has been determined that the majority of teacher candidates have a medium level of emotional intelligence. The majority of teacher candidates show behaviours that show high emotional intelligence. They expressed it as knowing which emotions and why, understanding the emotions of the people around them, empathising with the people around them, being able to control their own emotions and expressing their own emotions only when they want. The pre-service teachers who participated in the research evaluated the barriers to the development of emotional intelligence in three categories: family barriers, personal barriers and environmental barriers. In line with the results of the research, the necessity of organising seminars that can be guided by emphasising the importance of emotional intelligence for future social educators has emerged.
 Keywords: Emotional intelligence, development of emotional intelligence, future educators;

THE GOAL-RESULT COMPONENT OF PROFESSIONAL TRAINING SYSTEM FOR FUTURE SOCIAL PEDAGOGUES AND SOCIAL WORKERS TO WORK WITH VULNERABLE CATEGORIES OF POPULATION

Based on a systematic approach, the article reveals one of the components of the system of professional training of social educators and social workers to work with vulnerable groups. The components of this system also include whole-effective, theoretical-methodological, subject-subject, environmental, content, technological components. The purpose of the article is to provide a meaningful description of the purposeful component of the system of professional training of future social educators and social workers to work with vulnerable groups. Research methods: analysis and synthesis of scientific literature, generalization, classification (to clarify key research concepts), systematization, grouping (to conceptualize the main provisions of the study), theoretical generalization (to formulate the final provisions and conclusions). The results of the study were that the goal-effective component determines the goal − the formation of professional readiness of future social educators and social workers to work with vulnerable groups, which is a system-forming factor, implemented at three levels (mega-, macro-, micro-) and finds its embodiment in a concrete result − the professional readiness of future social educators and social workers to work with vulnerable groups. The development and characterization of the goal-effective component of the system of professional training of social pedagogues and social workers to work with vulnerable groups, to which we refer the goal, objectives, results, will be the basis and benchmark for characterizing other components of the system. We see prospects for further research in the disclosure of the content of all components of the system of professional training of future social pedagogues and social workers to work with vulnerable groups.

8. Methods of Formation of Personal Qualities and Skills of Social Pedagogues’ Communicative Interaction by Means of Information System of Piece of Art

Abstract The issue of communicative interaction of future social pedagogues is one of the crucial problems of higher education as it is the basic condition for effective realization of their professional activity in the social sphere.The aim of the article is to describe the methods of using a piece of art with its information content in order to form future social pedagogues’ personal qualities and skills of their communication. Thissubject was on the focus in the second half of the last century and then the scientific interest in the problem almost disappeared. But it has been proposed in the article that information system of art can be usedas a means of forming communication skills by developing students’ abilities to solve psychological problems of the client and their own ones through the analysis and forecasting of complex social and psychological situations depicted in the works. Artistic and aesthetic information is presented in the pocess of future specialists’ training as didactic material to develop the skillsof active listeningand abilities to penetrate into client’s inner world, stimulate his/her emotional state through certain types of information in the piece of art.This methodology was implemented in the educational process of Zaporizhzhya National University and its content and results have been presented in the article.

Features of training of social educators in the higher education system of Kazakhstan and Lithuania

The transition to competence-oriented educational standards of higher education involves the development of professional competences for successful professional activity among students. The purpose of the research is to study and analyze the experience of the development of professional competences in the training of pre-service social educators in Kazakhstan and Lithuania. A comparative descriptive analysis was used, research data collected during the analysis of the literature review and regulatory documents, educational programs for the preparation of bachelors in social pedagogy are presented. While studying at the university under the educational program "Social Pedagogy and self-cognition", in our opinion, an integral system of professional competences should be developed for working in an inclusive education. The nature and trends of the training of social educators in two countries are revealed, the general and special features in the process of developing the competences of social educators and the need to focus on professional competences adopted by the world community are identified. Analysis of the normative documents of the Republic of Lithuania showed that the training of future social educators, the development of its competencies is in a specialized direction and involves the preparation of social educators to work in an inclusive education. It is facilitated by the teaching of the following disciplines: "Education about children's health", "The work of a social educator", "Protection of children's rights", etc. Keywords: inclusive education; professional competences; descriptive, comparative analyses; social pedagogy.

El performance como recurso didáctico en la Educación Socia

In this paper we present an innovation proposal for the use of performance as a didactic resource in the initial training of the Social Education Degree. Social Education involves a multidimensional practice, and its purpose is to contribute to the integral development of people, so we reflect on the figure of the educator and its possibilities of professionalization in the line of Education through Art. The core activity of this work are some didactic guidelines on how to work the components and elements that constitute the creation of a performance for the use of a social intervention by future social educators, focusing on this artistic practice as an active methodology. The objective is to approach the creative process and its didactic orientations to carry out the phases of interdisciplinary learning, to know the components of performance and the use of the multilanguage characteristic of contemporary art. Among the conclusions we highlight that the practice of performance as an intervention tool for the field of Social Education can generate new narratives in contemporary society and urges an initial training in these artistic practices.

Features of the organization of pedagogical support in the process of training social teachers at the university

The article presents the results of a study of the specifics of pedagogical support in the process of implementing the training of social teachers in modern conditions. The changes that were introduced by quarantine restrictions gave a new impetus to the study of ways to organize interaction between teachers and students. The methodological approaches, considered by the authors orient the teaching staff of pedagogical universities to rely on the real needs of pedagogical reality. Pedagogical support for the training of future social educators is one of these needs. In vocational training, pedagogical support provides students with additional resources hat future specialists can use, both in the learning process and at the stage of adaptation to professional activities. The creation of conditions for pedagogical support is possible with a conscious attitude to this of all subjects of the pedagogical process. The axiological approach in this study is proposed as a basis for the formation of the goals and content of the educational program for the training of social teachers. An empirical study with the use of survey methods allowed us to confirm the assumption of the high importance of pedagogical support in the training of future social teachers. On the basis of identifying the needs of students, it is possible to build a viable system of pedagogical support for the training of social teachers.

Social pedagogy and social work from the perspective of the research areas and practical activities – selected contexts

The theoretical and practical development of social pedagogy was influenced by many social, economic and cultural factors (e.g. industrial and cultural revolutions), which took place in Europe and America in the 19th century. In turn, in 1908 Helena Radlińska created the scientific bases of social pedagogy in Poland and initiated its disciplinary development. In her activities, the researcher emphasized the role of a human in the transformation of reality in which they live. Her concept had a lot in common with the theses of the then German and French philosophical and pedagogical thought, among others Paul Bergman, Jean-Marie Guyau, Paul Natorp, Gabriel Séailles (Theiss, 2018, p. 13). The key moment in the initial phase of the development of so-called Helena Radlińska’s school of social pedagogy was the creation of The Social-Educational Work Study of Free Polish University in 1925. It was the first university in Poland to educate, at the academic level, future social and educational workers and educators in the area of adult education, mother and child care , and organization of social life. Social pedagogy as a science of human education, upbringing, and social functioning is a discipline of humanistic and social science. It has an interdisciplinary character shaped on the basis of the knowledge of various sciences, that includes: philosophy of human life, psychology (experimental, social, clinical), general pedagogy, sociology of education, ethics, social policy, family and guardianship law, theory of environmental education (Kamiński, 1974).

Scientific comparative analysis of professional self-development of future social pedagogue In Kazakstan and abroad

The paper deals with the scientific analysis in the sphere of social and pedagogical education and with the professional self-development of future teachers. In the paper the structure of the professional development that introduces the interconnection of the four members is presented: self-identification, self-esteem, self-determination, self-government. Attention is focused on the integrity of the system of self-development of a social pedagogue as a competent specialist, who also possesses a set of general culture of personality with professionally significant qualities.The theoretical bases of social and pedagogical support, its essence and content are considered. The role of practice as an integrative component of the professional development of a specialist is emphasized. The necessity of introducing the self-development trajectory in the educational process for successful professional formation of a future social teacher is acknowledged. The paper is intended for researchers and educators involved in the training of future social pedagogues.
 
 Keywords: professional self-development, social pedagogue, self-development trajectory;

Scientific comparative analysis of Professional Self-Development of future social pedagogue in Kazakhstan and abroad

The paper deals with the scientific analysis in the sphere of social and pedagogical education and with the professional self-development of future teachers. In the paper the structure of the professional development that introduces the interconnection of the four members is presented: self-identification, self-esteem, self-determination, self-government. Attention is focused on the integrity of the system of self-development of a social pedagogue as a competent specialist, who also possesses a set of general culture of personality with professionally significant qualities.The theoretical bases of social and pedagogical support, its essence and content are considered. The role of practice as an integrative component of the professional development of a specialist is emphasized. The necessity of introducing the self-development trajectory in the educational process for successful professional formation of a future social teacher is acknowledged. The paper is intended for researchers and educators involved in the training of future social pedagogues.
 
 Keywords: professional self-development, social pedagogue, self-development trajectory;

Training Future Specialists in Social and Pedagogical Fields for Gender Socialization of Socially Vulnerable Children

Today’s reality demonstrates the need of the society for qualified specialists who can interact with children at a high professional level, provide them with assistance and support and promote proper gender-role socialization, taking into account their gender differences. The paper aims to verify socio-pedagogical conditions and the author’s model of training future specialists in social and pedagogical fields for gender socialization of socially vulnerable children. The experimental group (EG) consisted of 110 respondents, whereas the control group (CG) - 120 respondents. The experimental model was based on the principles of an environmental approach, which allows one to design the educational environment of a higher education institution; a gender approach, which is aimed at creating comfortable conditions for gender identification and effective socialization of the individual; a competency-based approach, which shifts the emphasis from the educational process to its results. Research methods include the following: empirical methods - diagnostic methods (questionnaires, surveys, tests, interviews), observational methods (participant observation) to identify the levels of future social educators’ readiness to work with preschoolers. The number of future social educators with a sufficient level of such readiness has increased from 4.8% to 23.6%; the number of future social educators with an average level has increased from 33.7% to 35.1%; the number of future social educators with a low level has decreased from 61.5% to 41.3%. The obtained results of CG and EG differ significantly, owing to the implementation of socio-pedagogical conditions of professional training for future specialists in social and pedagogical fields for gender socialization of socially vulnerable children in the educational process of higher educational institutions (HEIs) with education faculties.

SOCIAL - PSYCHOLOGICAL CONDITIONS OF FUTURE SOCIAL TEACHERS’ PROFESSIONAL TRAINING IN THE MODERN SYSTEM OF UKRANIAN HIGHER EDUCATION

Conditions for improving the professional training of future social pedagogues are considered. Contradictions in the professional training of future social educators are analyzed. The results of a statement experiment are presented, which confirm the need to improve the professional training of future social educators. Thus, the majority (69%) of students showed a low level of readiness for professional activity; middle level - is 23%. Only 8% of students belong to a high level of professional readiness, which implies the following components: formation of clear plans for the realization of their own identity in the future; implementation of real practical steps to achieve them. Those students are characterized by social activity (participation in scientific competitions, projects, etc.) and an active attitude to one's own life; use of interest classes as a mechanism for implementing their plans; have formed a subjective position in the interaction and use rational their free time. The concept of "social and psychological conditions" is specified and the necessity of realization of such social and psychological conditions is substantiated. First, the inclusion of the future professional in various activities in which professional knowledge is acquired, skills are formed and, as a result, self-confidence emerges.
 These types of activities include volunteering in various organizations that solve socio-pedagogical problems, participation in international and domestic projects, organizations, student associations. Secondly, it is creating opportunities to attract various material resources, lobbying for socio-pedagogical work and attracting public attention to them. One of the methods that helped to implement these areas was the method of project creation and obtaining grants for their implementation. Learning to create socio-pedagogical projects, students get acquainted with the specifics of defining the purpose of projects, structure, tasks, principles of selection of project activities, the rules of preparing a project work plan and budget, improve skills to predict results and efficiency.
 Third, we identified the need to form a worldview of students, which involves the development of leadership skills, a positive attitude to life, a responsible attitude to their own mental and physical health.

МЕТОДОЛОГИЧЕСКИЕ ПОДХОДЫ К РАЗВИТИЮ СОЦИАЛЬНОЙ КРЕАТИВНОСТИ СТУДЕНТОВ В ВУЗЕ

The article stresses the need for the development of social creativity among future social educators, the components of the structure of the social educators’ activities. The essence of the term “creativity” and its components are emphasized. The article points out the need to integrate various studies in the field of the development of social creativity of students and the problem of the methodological foundations of the social creativity development (acmeological, competency-based, information-communicative and cybernetic).

THE ROLE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE PROFESSIONAL TRAINING OF SOCIAL EDUCATORS FOR WORK WITH REFUGEES IN GERMANY

The authors lighted out German practice of social work with refugees and the role of ITC during this process. In the article the role of different international organizations such as UNESCO, United Nations Office of the High Commissioner for Refugees, International Red Cross Committee, European Council on Refugees and Exiles, International Organization for Migration, etc. was pointed out. These organizations develop and approve international standards of work with refugees, as well as propose modern approaches to solving problems with this category of the world community. The authors identified the main forms and trends of social work with refugees in Germany. They also highlighted the characteristic features in the work of German universities during the training of future social educators to work with migrants and the development of their competencies (namely, ICT competencies). In this article, the authors concluded that the process of training social educators to work with different groups of clients (including work with refugees) in Germany is multilevel. The principles of offensiveness, consistency, persistence in the implementation of content and technology of education are the main ones in the training of future social workers. Other features of the training process for social educators in Germany are also the practical use of an interdisciplinary approach and close cooperation with various state and non-state social organizations. The authors emphasized also that considerable attention during the professional training of future social pedagogues is paid to scientific and practical aspects of their training to work with refugees and immigrants. The formation of ICT competence and mastery of technologies of social "intervention" in the life and situation of the studied category of clients plays the great role for social educators in the preparing for their future profession. In the article is also stated that one of the main requirements for a social educator working with refugees is the ability to use in practice the acquired knowledge and skills to get the best results.

Preparation of future social educators for the implementation of modern social education’s tasks of primary school students

Preparation of future social educators for the implementation of modern social education’s tasks of primary school students