Future Social Educators Research Articles

ПРОФЕСІЙНА ГОТОВНІСТЬ МАЙБУТНІХ СОЦІАЛЬНИХ ПЕДАГОГІВ ДО РОБОТИ В ІНКЛЮЗИВНОМУ СЕРЕДОВИЩІ

The article deals with the features of professional readiness of future social pedagogues to work in an inclusive environment. Professional readiness of future social pedagogues is defined in this context as a specially organized holistic systemic process of pedagogical activity of higher education institution. It aims to form in future social pedagogues high competence and readiness to perform professional functions in social and socio-pedagogical work according to needs and features of society development.The central subjects of professional training of future social pedagogues are the teacher and the student, where professional pedagogical activity closely interacts with the student’s educational activity. It is based on a common desire to achieve a high result in training the professionals for future activities. It is established that the professional readiness of social pedagogues to carry out activities in an inclusive environment in recent years has become relevant as a theoretical problem and as a real practical activity. It is in response to the dynamic social processes that have embraced the modern political, social and economic space of many countries and increases the need to improve the education of children with special educational needs, their well-being for creating better conditions for their rights. Due to the implementation of training technologies in the system of training future social pedagogues is the formation of values, skills, life and professional competencies, students have the opportunity to understand the negative manifestations of various social and corrective situations at the personal level, to understand the importance of preventing or overcoming various antisocial manifestations.

ОБРАЗ И ЕМОЦИЯ В КЛАВИРНАТА ПИЕСА „БОЛНАТА КУКЛА“ ОТ „ДЕТСКИ АЛБУМ“ НА П. И. ЧАЙКОВСКИ

The proposed material examines the creative task of students majoring in Social Pedagogy at the University „Prof. Dr. Assen Zlatarov“ in Burgas, and studying the discipline Art Pedagogy – Part 1 – Music. In the course of the lecture course students get acquainted with the elements of musical expression, as a means of figurative representations and impact of music, with different techniques concerning individual musical activities, with the endless and diverse opportunities that music provides in the use of art pedagogy for social work teachers.Verbal interpretation of music is a necessary component when working with children with special educational needs, at risk and in the norm. Looking at Tchaikovsky’s short and extremely figurative piano piece „The Sick Doll“ from his charming „Children’s Album“, in the form of a short story, tale or essay, students express their personal vision, feeling and transformation of the musical image. The aim of the task is to transcribe the sound image into a verbal one. This requires speed, flexibility and logic in thinking, through imagination and creativity in its manifestation. Children love to listen, especially when they are involved. In search of the right way to solve problems and situations, future social educators could successfully benefit from the conversion of sound into words, according to the needs and deficits of the individual or group.

Understanding the nature and features of the deinstitutionalization process by the future social workers and social educators

The article is devoted to the problem of the readiness of future social workers and social educators for the process of de-institutionalization. The purpose of the article is to describe the separate accents of the deinstitutionalization implementation in Ukraine at the present stage and to reveal the level of students’ understanding of the essence and features of this process. To reveal the essence of the problem of deinstitutionalization, the following theoretical methods are used in the study: analysis, synthesis, systematization, comparison, as well as empirical methods such as questionnaires, conversations, graphical data visualization methods. The essence of deinstitutionalization is revealed as a process of reform, which envisages a transition from an institutional care system to a system providing the upbringing of children in the family or in the close to it conditions. The basis vectors of deinstitutionalization are identified on the way of implementation the National strategy of reforming the institutions of institutional care and education of children in modern conditions. The issues linked to understanding by students (future social workers and social educators) the nature and features of reforming boarding institutions are identified and characterized. It is found that a large number of students do not understand the directions, components and strategic results of deinstitutionalization as an innovation in social work; they have no vision of the negative impact of boarding school on child development. It is also found that students do not sufficiently understand what the best interests of the child are. It is stated that the problem of students' unpreparedness to deinstitutionalization increases the weaknesses and risks of the reform process of boarding school in general. This causes a considerable resistance to change, slowing down the process, its misunderstanding. Based on the mentioned problems, we highlighted the tasks of training students of "Social work" specialty as subjects of deinstitutionalisation process.

PROJECT TECHNOLOGIES IN THE PROCESS OF PREPARING FUTURE SOCIAL TEACHERS FOR WORK WITH GIFTED CHILDREN

The article emphasizes the importance of activities engaging gifted children, revealing their proneness and skills, creating favorable conditions to advance their gifts, and facilitating self-actuation and successful socialization in modern pedagogy. It necessitates conducting social and pedagogical activities with gifted children and training the relevant professionals in higher educational establishments for fulfilling this task. In training future social educators, one shall consider the peculiarities of gifted children and specific nature of social and pedagogical activities engaging them. We have defined the terms “giftedness” and “gifted children”, and discovered the peculiarities of gifted children to be considered by educational professionals working with them. We have also outlined the special nature of social and pedagogical activities with children with signs of giftedness. A poll conducted for future social educators revealed that the latter are not completely ready to work with gifted children. It emphasizes the necessity of their professional training in this domain in higher education establishments. The author's definition of “professional activities of social teacher in work with gifted children” and the definition of “professional training of future social educators for work with gifted children” were examined. We have explained the reasonability and benefits of using project technologies in professional training of these students to work with gifted children. The following definitions were made: “project”, “project method”, and “project technologies”. Projects classification was considered. We have revealed the demands and peculiarities of project technologies use. We have also outlined the specific nature of project technologies applied to course entitled “Social-pedagogical work with gifted children”. A case study of a collective student project was examined. The project was aimed at defining a professional identity for gifted children. It considered the requirements for project technologies and the special nature of social and pedagogical activities conducted while working with these children. The implementation of the consummated project proved its efficiency. As the project was implemented, students applied the knowledge and skills acquired during course studying, and developed the necessary competences making them ready to work with gifted children professionally.

Psychological and Pedagogical Support of Professional Identity Development of Future Social Educators in the Process of Preparation for Guardianship and Educational Activities

The relevance of the article is related to the rapid growth in the number of orphans and children deprived of parental care, which is associated with the need to improve the training of future social educators for professional guardianship and educational activities. Today, psychological and pedagogical support of professional identity is one of the key stages necessary for the full development of a competent social educator, creating favourable conditions for him in the learning process, and subsequently in guardianship and educational activities. The purpose of this article is to provide a theoretical substantiation of the socio-psychological features of the organisation of the model of psychological and pedagogical support for the development of the professional identity of future social educators in the process of preparation for guardianship and educational activities. The scientific work actualises the problem of introducing psychological and pedagogical support for the professional identity of future social educators in the process of preparation for guardianship and educational activities. Socio-psychological features of the organisation of the model of psychological and pedagogical support for the development of the professional identity of future social educators in the process of preparation for guardianship and educational activities are justified on the basis of understanding the philosophical and educational methodology of the personal paradigm of raising orphaned children, a synergetic and personality-oriented approach to the educational process. The author notes that psychological support for the development of the future social teacher’s personality is important, which, in particular, should be based on a synergistic combination of conditions for initiating the process of self-development, and by neutralising the conditions that hinder this process

HUMANITY AS A FACILITATIVE CRITERION OF FUTURE SOCIAL PEDAGOGUES’ PROFESSIONAL COMPETENCE

The phenomenology of humanity as a facilitative criterion of future social pedagogues’ professional competence is substantiated in the article. It states theoretically that coherence of social and cultural values and norms in future social pedagogues’ facilitative manifestations determines their professionally important quality - humanity in interpersonal interactions. Professional competence of a future specialist as an integral personality quality reflects the humanistic nature of the pedagogical process. The dynamics of humanity manifestations in facilitative characteristics of future specialists’ professional competence was clarified empirically; the corresponding indicators explicate the internal standards of professional competence, such as altruistically benevolent and altruistically submissive tendencies in interpersonal interactions, and the external standards of professional competence including the selfishly dependent and selfishly adventurous tendencies in interpersonal interactions. The first-year students show mostly altruistically benevolent tendencies in interpersonal interactions; the second-year students have a keen desire to be accepted along with the expressed loyal and sensual personality types, as well as submissive-altruistic tendencies in interpersonal interactions; the third year students show the correlative constellations selfishly dependent tendencies in interpersonal relationships and manifestations of the aggressive and self-confident personality types; the fourth year students show mainly selfish-adventurous tendencies in interpersonal relations and manifestations of the loyal and vigilant personality types. The psychological content of the revealed standards of professional competence demonstrates the polarity of facilitative characteristics: from benevolent and submissive activities aimed at helping other people (for the first and second year students), to passionate desire for changes (for the third and fourth year students). There is the necessity of correctional influence on fixed “selfish” behavioural patterns, caused by the dominant external standards of professional competence.

Preparation of Future Specialists of the Social Sphere for the Formation of a Healthy Lifestyle of Pupils in the Professionally-Directed Educational Environment

Background and Aim of Study: Preparing future social pedagogues and social workers for prevention activities with students in general and forming healthy lifestyles in particular is an important task of modern professional education of social specialists. The aim of the study: to determine the effectiveness of the impact of the developed scientific and methodological support of the process of training future specialists in the social sphere to form a healthy lifestyle of students on indicators of their personal and professional potential. Material and Methods: The following complex of theoretical research methods has been used: analysis, comparison, generalization, systematization literature and interpretation of results. Methods of mathematical statistics have been used. The use of the Pearson criterion χ2 in the statistical processing of experimental data in groups E1 and K1 (students of H. S. Skovoroda Kharkiv National Pedagogical University) allowed to determine a significant difference in the readiness of future specialists of the control and experimental groups after the experiment and to prove the effectiveness of the experimental work. Results: The article revealed the components of the process of professional training of future specialists in the social sphere to work on the formation of healthy lifestyles of students, as well as the peculiarities of its organization in the various social institutions that carry out the function of preventing their maladjustment. Conclusions: The analysis of the results of the experimental study on the problem of preparing future specialists in the social sphere to form a healthy lifestyle of pupils allowed to draw the conclusions about efficiency of an experimental study on the formation of health-saving readiness of future social pedagogues and social workers in the conditions of state and non-governmental social institutions of the network of social care institutions affiliated with Higher Education Institutions.

ПРОФЕСІЙНА ПІДГОТОВКА СОЦІАЛЬНИХ ПЕДАГОГІВ ДО ІНКЛЮЗИВНОГО НАВЧАННЯ ДІТЕЙ З ОСОБЛИВОСТЯМИ ПСИХОФІЗИЧНОГО РОЗВИТКУ

Стаття присвячена питанню професійної підготовки соціальних педагогів до інклюзивного навчання дітей з особливими освітніми потребами в середовищі навчального закладу. Аналіз літературних джерел і власні наукові розвідки дають можливість розглянути компоненти професійної готовності майбутнього соціального педагога до роботи за умов інтеграції дітей з особливостями психофізичного розвитку. З метою формування у студентів професійної компетентності у сфері розвитку, навчання і виховання дітей з особливими потребами авторами складено схему підготовки фахівця до роботи на основі аналізу навчального плану зі спеціальності «Соціальна робота» (освітня програма «Соціальна педагогіка»). Виокремлено нормативні та вибіркові дисципліни циклу природничо-наукової і професійно-практичної підготовки, що забезпечують опанування студентами системою знань щодо анатомо- фізіологічних особливостей дітей з порушеннями в розвитку; перспективних напрямів, сучасних технологій соціально- педагогічної роботи, методів корекційно-реабілітаційної роботи з дітьми, які мають особливості психофізичного розвитку; закономірностей міжособистісного спілкування тощо. Розглянуто емоційно-мотиваційний, когнітивний, діяльнісно-практичний критерії готовності майбутніх фахівців до інтеграції дітей з особливостями психофізичного розвитку в середовищі загальноосвітнього навчального закладу та їх змiстoвi характеристики.

STUDY PROGRAM SELECTION FACTORS: ANALYSIS OF SOCIAL SENSITIVE PROFESSIONS

Nowadays situation requires professionals, who are open-minded, flexible, sensitive to other people and the environment, tolerant, able to establish contacts, and to improve these competences. This can be expressed by socially sensitive and attentive, ethically and responsibly behaving professionals. Thus, the selection of study programs of police officers and social educators as representatives of social sensitive professions is becoming critical important. This leads to the aim of this research: to analyse the study program selection factors of social sensitive professions. The research was based on systematic and comparative scientific literature analysis and statistical data analysis. The study was conducted in 2015 in two Lithuanian universities, where future police officers and future social educators are educated. 109 recipients of the study program “Law and Police Activities” and 40 students of the study program “Social pedagogics” have participated in the survey. Performed analysis has indicated the following main reasons determining students joining to the study program “Law and Police Activities”: the desire to serve and help people (71%), good employment opportunities (52%), the chance to reveal their best features (44%), the desire to acquire the status of a police officer (39%). The respondents of “Social pedagogics” study program revealed their desire to gain the status of a social educator (56%), to serve and help people (51%) and to reveal their best features (36%) as the most important reasons for the selection of this study program.

Dwujęzyczna edukacja przyszłych pedagogów społecznych jako gwarancja ich mobilności zawodowej

In this article the bilingual education of future social pedagogues is presented. It is based on general and special educational principles, general didactic and innovative forms of training, the latest and classical teaching methods, using specific means of training, including the goals and objectives of bilingual education. According to this notion, training occurs in four stages: covering stage (I–IV semesters of studying), additional stage (V–VIII semesters of studying), parity stage (I–II semesters of master’s degree), evolutionary stage (III semester of master’s degree). To each of these stages, special educational and methodological materials have been developed to provide a specific process of bilingual education at the appropriate stages, which forms a training complex for the implementation of bilingual training of future specialists, which corresponds to the educational program of training specialists in the social sphere and covers all types of educational activities of students in the context of bilingual education. It should be noted that this technology has been tested at the Zhytomyr Ivan Franko State University for eight years and has given positive results, especially in terms of the motivational component of the training. In the article it is demonstrated that bilingual education is a guarantee of the professional mobility of future social sphere specialists since this kind of training enables our graduates to be competitive in the modern labor market and to work in any part of Europe and not only in their own country.

Diagnosis of the readiness of the future social pedagogues’ formation of the adolescents’ life competence in general educational institutions

Diagnosis of the readiness of the future social pedagogues’ formation of the adolescents’ life competence in general educational institutions

Сучасні концептуальні підходи професійної підготовки майбутніх соціальних педагогів із соціального захисту прав молоді

The article outlines the historical milestones of the formation and development of the problem of professional competence of future social educators on social protection of youth rights from the 90s of the XX century to the present. The scientific literature on the research problem is analyzed. Conceptual approaches to professional training of future social educators on social protection of youth rights (systemic, civilizational, sociocultural, personal, activity, professional, socio-pedagogical, methodological technological) are defined and their essential characteristics are revealed. The content and structural components of the professional training of future social educators on social protection of youth rights are characterized. The peculiarities of development of both the system of becoming a profession of social educators and the system of its professional preparation for practical activity in the social sphere are given. The essence of the concept of «social education» is revealed. The importance of the influence of social education in its various interpretations on sociology, which is the basis of the development of the culture of social thinking in the XX-XXI centuries, is revealed. The factors of influence on the formation of the outlook values of future social educators are presented. The modern tendencies of professional training of future social educators on social protection of youth rights (intensification and extension of university education, multilevel and variability of education, strengthening of psychological and pedagogical and general educational components, integration) are determined. The peculiarities of vocational training of social pedagogues in several universities of Ukraine are studied

Дослідження афективно-чуттєвого компоненту професійної підготовки майбутніх фахівців

The article is devoted to the diagnostics of the affective and sensitive component of future specialists’ professional competence, which reflects the subjective psychological states that accompany students in the process of learning (both formal and informal) and determine the level of emotional involvement of young people. The objectives of the article are as follows: the description of the main tendencies of the formation affective and sensitive component of the future social educators’ training; the study of students’ existing state of feelings and attitudes to formal and informal education as the starting conditions for their further professional self-realization. The diagnosis was carried out using the author's questionnaire for a comparative analysis of the young people’ attitude towards the organization, content, results of formal and informal education. It is established that the main difficulties in the process of training students consider the obsolete and uselessness of some subjects and topics; lack of modern literature on educational disciplines; "Boring" of educational activity; impossibility of constructive interaction with teachers; separation of learning from life, lack of time, unsatisfactory learning conditions. Among the factors that students like the most in the learning process, they point out the opportunity to communicate with interesting people, the opportunity to learn new, and the opportunity to discuss on the lessons. Almost half of the participants of the experiment (45.65%) are dissatisfied with their emotional state in the process of learning; they estimate the atmosphere of learning as unfavorable. The conclusion is formulated on the need to create comfortable conditions for the professional training of young people, which will allow developing the emotional and sensitive sphere and positive attitude to learning and to future professional activities.

Технологія формування професійної рефлексії майбутніх соціальних педагогів у закладі вищої школи

Технологія формування професійної рефлексії майбутніх соціальних педагогів у закладі вищої школи

STRATEGIES FOR MODELLING OF CREATIVITY OF SOCIAL PEDAGOGUES IN THE EDUCATIONAL PROCESS

The process of creativity formation of future social pedagogues is analysed in the article. The analysis of effective forms is conducted to realize the creative component in the structure of training of future social workers: independent character of lectures, seminars, exercises. The structure of independent work is characterized, aimed at self-actualization, self-development, self-realization of creative skills of future social workers in professional activities; basic content elements of Diary of Creativeness are provided: define the students' own creative potential and creative abilities, give some personal recommendations on fostering a creative personality, styling program for building creativity and production of creative ideas in the socio-educational field. Based on the analysis of scientific positions, the article focuses on the effectiveness of the educational process as defined by relevant university forms and methods to be used in the formation of creative social pedagogues. Implementation and activation of creativity formation of future social workers in higher education is a prerequisite for improving the quality of education and the forming of a competitive creative professional. It will provide the creativity in the formation of future social pedagogues, which will enable the development of a solid scientific basis. Research methods used: theoretical −conceptual and comparative analysis, which substantiates theoretical approaches to the disclosure of the essence of concept of forming the creativity of future social pedagogues in higher education; structural and system analysis to determine the main components of process of forming creativity, to identify its patterns and features; generalization and systematization for defining of conceptual provisions of formation of creativity of future specialists of social sphere in higher educational institutions.

РОЛЬ ІНТЕРНЕТ - ТЕХНОЛОГІЙ У ПІДГОТОВЦІ МАЙБУТНІХ СОЦІАЛЬНИХ ПЕДАГОГІВ ДО ЗДОРОВ’ЯЗБЕРЕЖЕННЯ

The article highlights the importance of health-preserving activities in the professional activities of social educators and the role of Internet technologies in preparing healthcare. The emphasis placed on the expediency of using Internet technologies for the effective preparation of future social educators for health preservation. Expansion of the presentation on mechanisms of preservation and strengthening of health; formation of a belief system in future social educators about responsibility for their health and lifestyle, aimed at improving the organism, disclosing its reserve capacity; active work and organization of various forms and methods of teaching students a healthy lifestyle. The article substantiates the principles of preparing students for healthcare in a higher education institution. Moreover, the author determines the attitude of students to healthcare through Internet technologies through questionnaires. The result of the survey was that most of the interviewed future social educators have expressed a desire to apply Internet technologies in the preparation for healthcare and for self-improvement in the future professional activities of social educators. Analysis of survey data for future social educators testified about the need introduction to the training of future social workers to health-saving appropriate forms and methods of using Internet technologies in higher education.

CONTENT ASPECTS OF PROFESSIONAL PREPARATION FOR SOCIAL PEDAGOGUES IN FORMING ADOLESCENTS’ LIVING COMPETENCY

The article substantiates the necessity of professional training of future social educators for the formation of the vital competence of the younger generation in conditions of development of competently directed education. The substantive aspects of the future social educators’ preparation for the formation of adolescent’s life competence are singled out. The characteristics of the future social educators’ professional readiness, aimed at developing the life competence of the younger generation, are determined. The essence of the concepts of «life competence», «competently directed education» is revealed.

СКЛАДОВІ ПЕДАГОГІЧНОЇ ТЕХНОЛОГІЇ ФОРМУВАННЯ ПРОФЕСІЙНОЇ РЕФЛЕКСІЇ МАЙБУТНІХ СОЦІАЛЬНИХ ПЕДАГОГІВ У ВИЩОМУ НАВЧАЛЬНОМУ ЗАКЛАДІ

In the article the characteristics and peculiarities of pedagogical technology of formation of professional reflection of future social educators in the higher educational institution is a clear scientific and theoretical basis for the optimal realization of the tasks of vocational training. The developed pedagogical technology was considered as a collection of regular, functionally related components, constituting a definite integral system. The allocation of components in pedagogical technology has allowed it to be divided into blocks (target, functional, informative, organizational, productive) that provided the opportunity to more clearly represent the purposeful process of forming professional reflection of future social educators in the higher educational institution. The formation of a professional reflection of future social educators in a higher educational institution will be successful in the presence of appropriate pedagogical conditions. Moreover, it is necessary to identify, analyze and generalize in a systematic way those pedagogical conditions, to effectively influence this process and the professional formation of future social educators. The introduction of pedagogical technology for the formation of professional reflection of future social educators in a higher educational establishment is impossible without taking into account the pedagogical conditions for its implementation. In spite of the fact that they acted as part of the organizational unit of sound and developed pedagogical technology, in essence they were a kind of "core" that allowed it to function and be effective.

PREPARING FUTURE SOCIAL EDUCATORS TO PROMOTION AND INFORMATION ACTIVITIES: TEACHING AND METHODICAL ASPECTS

This paper points to the feasibility of the process of preparing future social educators to promotion and information activities. It also reveals the essence of the requirements to the social educator as a person who conducts non-commercial promotional and information activities. These requirements are divided into three groups. They are sociopsychological requirements, psychological requirements and training requirements. The paper deals with the implementation of promotional and information tasks by social educator in the framework of his professional activity. This publication presents results of analysis of Bachelor's and Master's curriculums whish have been devised to determine the list of academic disciplines for study by students learning from the specialty "Social pedagogy" at The Institute of Human Sciences of Borys Grinchenko Kyiv University. This was done to determine the list of subjects that are directly or indirectly related to advertising and information activities. This publication highlights the features of the educational process which is aimed at developing of future social teachers’ knowledge and skills in the field of advertising and information activities. The author tells about her own experience of practical implementation of the process of preparing future social educators to promotion and information activities in the context of university education. She also reveals the essence of a special course «Peculiarities of social pedagogue’s advertising and information activity» and one of the training modules of integrated discipline «The actual educational practices» named «Advertising and information technologies in social and educational activities» which have been created and approved by her.

ЕSSENCE AND CLASSIFICATION OF PEDAGOGICAL CONDITIONS OF THE FORMATION OF HEALTH-PRESERVING COMPETENCE OF FUTURE SOCIAL PEDAGOGUES AND WORKERS

The complexity of the process of the formation of health-preserving competence in the future of social pedagogues and workers caused by the specifics of their professional activities through: high level of responsibility for the development of teenagers belonging to a risk group, active interaction, high emotional tension, etc. The presence of the above effects requires the study and solution of the problem on both the scientific and the practical levels. In the article it is clarified the essence of key concepts; unknown place health-preserving competence in professional activity of future social pedagogue and worker; health-preserving competence of students is considered as one of the priorities during training in higher educational institutions. The purpose of our study is to determine the select and justify pedagogical conditions of health-preserving competence of social pedagogue and worker during study. On the basis of theoretical positions it has been analyzed the studies of highlighted pedagogical conditions of health-preserving competence of future social pedagogue and worker during training such as organizational and pedagogical, psychological and pedagogical and methodological conditions. It has been concluded that the professional training of future social pedagogues and workers will raise their level of health-preserving competence: taking the role of student health-preserving competence in achieving professional goals; the establishment of linkages between the study subjects of health-preserving direction with the original professional activities; awareness of the need to respect the basic rules of health-preserving; implementation of self-esteem, self-awareness on the level of their health-preserving competence.