Future Specialists In Social Sphere Research Articles

Удовлетворенность студентов педагогического вуза подготовкой к взаимодействию в воспитательной деятельности в условиях цифрового общества

Current conditions of increasing conflict and uncertainty point out the guidelines for the change of education correlated with the model of “knowledge society” and the goals of sustainable development in a digital society. These guidelines actualize the involvement of all citizens and institutions in the process of lifelong education and upbringing. These two notions as factors of national security require the readiness of future teachers and specialists in the social sphere to build constructive interaction with a wide range of participants in various realms. The transformation of professional training should be carried out considering the attitude to it of students themselves. The article conveys the results of a study of the pedagogical university students' satisfaction with the preparation for educational activities interaction under digitalization conditions. During the survey 446 third- to fifth-year students were interviewed, two groups of students were compared: future teachers (teachers of various subjects), future social sphere specialists (students majoring in social work, psychological and pedagogical education, vocational training, special (defectological) education, and management). The results of the study provided us with the structure of students' satisfaction with educational activities preparation that includes three factors: personal satisfaction, interactive satisfaction and satisfaction with theoretical and practical training. Overall, students have an average level of satisfaction with training in general, while they are relatively less satisfied with the interactive factor. The outcomes of the study established the following difference: future subject teachers are less satisfied with their preparation for interaction in the educational process than future specialists in the social sphere. The use of information technologies by students in educational activities correlates with the level of satisfaction concerning all three factors. Still, the strongest connection is revealed within interaction satisfaction. The results of the research allow us to empirically confirm the structure of the previously developed model of proactive preparation for educational activities and make relevant adjustments: (1) clarify the composition of subsystems (subject-environment, content, process); (2) update networking (expanding the range and productivity of interaction during the training period); (3) enhance the content of subsystems by including up-to-date information and communication technologies to organize students' training in the context of digitalization.

Interuniversity practice-oriented games as a means of professional socialization of social workers at the stage of training in higher school

The aim of the article is to identify and analyze the positive experience of using practice-oriented interuniversity games used in the educational process of a number of universities as a means of professional socialization of future specialists in the social sphere. The dynamics of socio-economic and political processes determine the relevance and necessity of intensifying research in the theory and practice of professional socialization, which, on the one hand, largely reflects the essence and regularities of the overall process of human socialization and, on the other hand, is a condition for the development and formation of a particular specialist. The application of theoretical and empirical research methods allowed us to state that the use of practice-oriented game forms in the educational process of a number of universities not only expands the range of modern psychological and pedagogical technologies applied in the course of students’ learning of academic disciplines but is also an effective tool for solving problems of professional socialization of future social sphere specialists already at the stage of training. The results of the study allow us to conclude that game-based practice-oriented technology as a means of professional socialization opens up additional opportunities for a more comprehensive understanding of the specificity of professional activity, its key aspects, comprehension and ways of solving professional problems. Conclusion. The presented article analyzes the experience of development and implementation of inter-university practice-oriented games on the basis of Moscow University of the Russian MIA named after V. Y. Kikotya which gives reason to consider the latter as an effective tool for professional socialization of social workers at the stage of training in higher education.

THEORETICAL BASES OF FORMING SOCIAL RESPONSIBILITY OF FUTURE SPECIALISTS IN THE SOCIAL SPHERE

The article highlights the problem of social responsibility of the individual, which reflects his moral and legal attitude to society, compliance with accepted norms and rules in society, fulfillment of their duties and willingness to take responsibility for their own actions. The author argues the necessity of researching social responsibility of future specialists in social sphere as their responsible professional behavior, which affects the well-being of clients, team and country. The focus is on the role of an educational institution in forming in students the understanding of social responsibility as a basic value in society and a tool for solving a variety of social problems. The types of formation of students' social responsibility are analyzed, namely: socially responsible, socially oriented, socially passive and antisocial type. The following structural components of social responsibility, criteria for assessing their formation and indicators are identified: indicative and prognostic (in which social predictability is an evealuation criterion; knowledge of basic socially acceptable strategies of role behavior and social values, ability to anticipate personal and socially significant consequences action are indicators of the level of formation), motivational and value (prosaic orientation as an evaluation criterion; altruistic motives of social behavior, prosaic value orientations, a wide range of responsibilities as indicators of the level of formation), emotional and volitional (involved independence is an evaluation criterion; the ability to empathy their behavior, the nature of the attribution of responsibility are indicators of the level of formation); behavioral (excessive social activity is an evaluation criterion; the ability to show initiative, the desire to go beyond mastering the content of social roles, the ability to perform additional responsibilities are indicators of the level of formation). The low, medium and high levels of formation of social responsibility in future specialists in the social sphere are characterized. Suggestions for further research in this area are made.

Development of the Methodological Support for Future Social Sphere Specialists Bilingual Training

This article shows the structure and content of the methodological support for future social sphere specialists' bilingual training, developed by the Department of Social Technologies of the Zhytomyr Ivan Franko State University. To implement the principle of integrity, designing a system of bilingual professional training for future social sphere specialists, the process of bilingual teaching at the university was divided into 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). Teaching materials have been developed to each of these stages that are generally formed a package of teaching materials for bilingual training of social sphere future specialists, featuring by variety, complexity, meeting the educational program of social sphere specialists training, covering all learning activities of students in bilingual teaching. It was proved that bilingual education is a necessary part of modern teaching system in higher educational institutions, which requires further studying and development from the scientific and methodological points of view. The key to successful implementation of bilingual training in the educational process must be carefully designed methodological support, which is the main component of the whole process of training in modern university. Implementation of bilingual training within university will provide conscious attitude of future social sphere specialist to the profession and expand opportunities for adaptation of future specialist in different social, informational, scientific realities.

Professional training of future specialists in social sphere in the conditions of multicultural society

Professional training of future specialists in social sphere in the conditions of multicultural society

Modeling the process of future social workers training considering the goals of sustainable development

The aim of the article is the theoretical development of non-formal, fundraising and bilingual models of future social sphere specialists training on the basis of the goals of sustainable development in education. The study is based on preliminary processing of European and Ukrainian documents on sustainable development, numerous scientific papers on the problem of sustainable development, theoretical developments and experimental research in the field of social sphere specialists training. Each of the developed models has passed the corresponding approbation and is supported by the author’s experience of practical professional training of future social sphere specialists at the Zhytomyr Ivan Franko State University. The model of future social workers non-formal education ensures the integration of professional competencies of future social workers. Fundraising training of future social workers on the basis of sustainable development involves the use of the necessary fundraising tools to ensure the development of social capital, the formation of a society of social justice, the deployment of numerous non-governmental organizations at the global and local levels. The bilingual model provides empowerment of social workers to study, do internships, work, borrow positive experiences, participate in international projects, and collaborate with professionals in their field from around the world.

БІЛІНГВАЛЬНА ПРОФЕСЙНА ПІДГОТОВКИ СОЦІАЛЬНИХ ПРАЦІВНИКІВ В УМОВАХ ГЛОБАЛІЗАЦІЇ

This article deals with the bilingual education in a domestic educational system. This article presents the method of bilingual professional training of future social sphere specialists as an alternative to classical training in the conditions of globalization and European integration of social work. It has been proved that bilingual professional training is a necessary component of the modern system of education in the domestic higher educational institutions , which needs to be studied and further developed from a scientific and methodological point of view. The key to successful implementation of bilingual professional training should be carefully developed methods of its implementation and training and methodological support, which is the main component of the entire process of professional training. On the example of the special subject "World Models and Standards of Specialists Social Sphere Training " the method of bilingual professional training of future social workers was presented. It was argued that the lectures should be conducted in their native language (that is Ukrainian), while the practical classes were in a foreign language (English). This will allow students to develop communicative competence in a foreign language. Effective forms and methods of working with students in practical classes in the conditions of bilingual training were highlighted (case method, interactive presentations, discussions in foreign language to solve topical professional problems, "brainstorming", "round table talk", "business games", role-playing games, competitions in presentations, hands-on work, training, teamwork, group work, individual exercise training, situation modeling, program creation, projects, video lectures, modeling and presentations of interactive scenes). Thus, the implementation of bilingual training will expand the possibilities of the future specialist for adaptation in the professional, social, informational and scientific modern realities.

BILINGUAL PROFESSIONAL TRAINING OF SOCIAL WORKERS IN GLOBALIZATION CONDITIONS

This article deals with the bilingual education in a domestic educational system. This article presents the method of bilingual professional training of future social sphere specialists as an alternative to classical training in the conditions of globalization and European integration of social work. It has been proved that bilingual professional training is a necessary component of the modern system of education in the domestic higher educational institutions , which needs to be studied and further developed from a scientific and methodological point of view. The key to successful implementation of bilingual professional training should be carefully developed methods of its implementation and training and methodological support, which is the main component of the entire process of professional training. On the example of the special subject "World Models and Standards of Specialists Social Sphere Training " the method of bilingual professional training of future social workers was presented. It was argued that the lectures should be conducted in their native language (that is Ukrainian), while the practical classes were in a foreign language (English). This will allow students to develop communicative competence in a foreign language. Effective forms and methods of working with students in practical classes in the conditions of bilingual training were highlighted (case method, interactive presentations, discussions in foreign language to solve topical professional problems, "brainstorming", "round table talk", "business games", role-playing games, competitions in presentations, hands-on work, training, teamwork, group work, individual exercise training, situation modeling, program creation, projects, video lectures, modeling and presentations of interactive scenes). Thus, the implementation of bilingual training will expand the possibilities of the future specialist for adaptation in the professional, social, informational and scientific modern realities.

ДОСЛІДЖЕННЯ МОТИВАЦІЙНОГО КРИТЕРІЮ ІНШОМОВНОЇ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ СОЦІАЛЬНОЇ СФЕРИ

The article is aimed at covering the empirical research results of motivational criterion of foreign language training of future social sphere specialists. The research also grounds the necessity of taking into account motivational and axiological components of foreign language training in the process of implementing the content of student’s professional training. The article explores prevailing types of motivation of young people in education and professional activity. The levels of personal, social, business orientation of future social sphere specialists are diagnosed in the research through analyzing selfish, prestigious, personal, communicative, altruistic, group, pracsical and cognitive motives. The correlation of external and internal motivation of the students under study is characterized. The conclusion of the research emphasizes on the need of taking into account learning motives and activity of future specialists through organization of purposeful conditions of foreign language training. These conditions include modern teaching methods and forms and are aimed at development of conscious business inner motivation of youth.

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.

ІНШОМОВНА ПІДГОТОВКА МАЙБУТНІХ ФАХІВЦІВ СОЦІАЛЬНОГО ПРОФІЛЮ: ЧИННИКИ ТА СУПЕРЕЧНОСТІ В РЕАЛІЗАЦІЇ

The article presents an analysis of general characteristic factors and principles of foreign language training implementation of future social profile specialists at university. On the basis of a wide range of scientific sources, related directly or indirectly to the issue of the article, the peculiarity of native theory and methods of foreign language teaching of specialists is outlined; leading contradictions appearing during social sphere specialists training are grounded. On the principles of formed key competences, defined by European education documents, the specificity of reflection suggested competences within foreign language training of future social sphere specialists is clarified, in particular: ability to study, ability to search, ability to develop the level of thinking processes, cooperation skills, activity ability, adaptation ability.Taking into consideration key competences of a personality, defined in leading European education documents, it is proved, that foreign language training of future social profile specialists gets some kind of standardization, based on a complex of principles of the training, namely: social and cultural pluralism, that implies equality and freedom of thoughts and interaction regardless of used by a person native/foreign language; linguistic relativism, that suggests other cultures knowledge through foreign languages learning; social and cultural complementarity, that helps to carry out the statement about mutual cultural supplement and axiological development of various social groups (including professional) on the basis of learning foreign languages.It is clarified that the goal of foreign language training of future specialists of social sphere at university according to the theory and practice of defined training is in formation of such professional portrait of specialist’s personality that would suggest multiculturalism on the basis of foreign language and professional preparedness of social worker/teacher for tolerant interaction with other cultures representatives during professional activity.It is concluded that integration processes within social work lead to universalization of demands to professional qualification of higher education establishment graduators in social work, which in their turn are framed by appropriate competences in the context of foreign language training. On the basis of scientific theories and author’s practice in the field of foreign language training of future social sphere specialists the idea is grounded that foreign language training of future social sphere specialists in Ukraine can be studied through several fundamental aspects: general social, branch, social group and individually personal.

INNOVATIVE MODEL OF FUTURE SOCIAL SPECIALISTS TRAINING ON A BILINGUAL BASIS

In the article the model of bilingual training of future social sphere specialists is presented. It was designed taking into account all the components of bilingual professional competence such as: purpose, content and activity, 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 goals and objectives of bilingual education. We provided a model of bilingual training of future social sphere specialists on which training occurs in four stages: covering, additional, parity, evolutionary and based on the personal-motivated, subject-linguistic, cognitive-operated and evaluated-reflexive components, and a certain level of bilingual professional competence is achieved (adoptive, additive, equal or evolutionary) in future social sphere specialists.

Peculiarities of Future Social Sphere Specialists’ Professional Training in Poland

Abstract The article reviews certain aspects of organising the process of professional training of future specialists in social sphere. It identifies, considers and analyzes the main definitions of scientific research, the object of which is to make specialists in social sphere ready for professional activity. The article highlights peculiarities of forming professionally significant personal qualities of social workers as well as their mature, objective system of values. The practical training with a focus on having the ability to apply effective creative approaches in solving social problems is identified as an important component of the comprehensive process of professional training of future specialists in social and pedagogical work. It emphasises the importance of the use of effective innovation in social and socio-educational institutions. It analyzes the problem of organizing student teaching, which includes ignoring the use of active forms and methods in the learning process, a lack of skills of professional activity. The article reveals potential opportunities for the practical activity which is most closely approximate to real professional situations as an opportunity to form a positive attitude towards oneself as a subject of the chosen professional activity and the formation of students as professionals. It forms the principles of future social sphere specialists’ training. The article also highlights the need to direct the educational process towards formation of an individual creative approach and establishment of partnerships between education and social institutions.

The emotional component of professional intelligence of future social sphere specialists

The emotional component of professional intelligence of future social sphere specialists is studied. Importance of emotional area in professional activities of social workers is analyses. Specifics of manifestation of emotional features (emotional intelligence, emotional communication barriers, emotional reaction type, alexithymia) of the students, who are future social sphere professionals are determined. Psychological conditions emotional area developing as a component of professional intelligence of future social sphere professionals are detected.