Students Of Social Pedagogy Research Articles

Scientific foundations of assessment of future social pedagogue�s willingness to pedagogical activity

Relevance. The relevance of the research is conditioned upon the need to assess the compliance of social pedagogues� training programmes in Kazakhstan with modern professional challenges. Purpose. This research is designed to identify the content of educational programmes and to identify the relationship between the level of training of future social pedagogues and their effectiveness in pedagogical activities. Methodology. The leading method of research on this problem was a survey and interviews. In addition, the following methods were used: system analysis, logical analysis, method of comparison, synthesis, deduction and classification. Results. The research presents the theoretical foundations that disclose the essence and significance of social pedagogy for modern society. It provides information about the training of social pedagogues in Kazakhstan and describes the most important aspects of training students in this specialty. It also reveals the specific features of social pedagogues' work in Kazakhstan, including the multicultural environment, the development of a professional network, adaptation to changing social situations, and cooperation with other professionals. Additionally, the research identifies and justifies various approaches to defining the profession. Conclusions. The research disclosed the true attitudes, opinions and experiences of students of social pedagogy, and obtained valuable feedback from experienced specialists in this field. The materials of the research can be used to improve the educational programmes of educational institutions in Kazakhstan that train specialists in the field of social pedagogy. Keywords: quality of higher education; professional competences; didactics; innovative teaching methods; education actualisation; educational programmes

Associations between resilience, technostress and reflective capacity in social pedagogy students: A structural equation modeling methodology

Understanding factors affecting student academic and life outcomes may be critical for social work programs and educational institutions. Therefore, this study aims to explore the relationships between resilience, technostress and reflective capacity among social work students. A cross-sectional non-experimental research design was used. One hundred and sixty-three social work students completed an online survey measuring technostress level, reflective capacity and psychological resilience. Data were analyzed using Pearson’s to estimate linear correlations, confirmatory factor analysis to ensure model fit and structural equation modeling with covariates to reveal the relationships between the measured constructs. The results indicated that resilience had a direct and negative effect on technostress, a positive and direct effect on reflective capacity and a negative indirect effect on technostress through reflective capacity. This means that social work students with higher levels of resilience had lower levels of technostress related to technology use were more likely to engage in reflective practices and had lower levels of technostress due to improved reflective capacity. These findings emphasize the significance of resilience and reflective practices in mitigating the negative effects of technology use among social work students. However, researchers should be cautious about generalizing findings due to the sample’s limitations and future investigations should consider longitudinal data from diverse populations.

Learning to be a social worker: students experiencing dilemmas during actions taken within critical action learning

ABSTRACT The purpose of this article is to discuss qualitative findings based on the actions of students whose education employs the transformative approach and CAL method. The results presented in the text will concentrate on the description of dilemmas faced by students, which are of key importance for the professionalization process from the theoretical-approaches which were adopted in the study. The study material was gathered between 2016 and 2020 and included group discussions (GD) with students working together on a project. In total, 29 social pedagogy students took part in the study, who formed a total of 8 working groups (each year 2 groups took part in the study). During the analysis of the empirical material, it was possible to generate four main dilemmas that students experienced while working with the CAL method. (1) A Double Bind dilemma; (2) A Dilemma Connected with a Blurred Role; (3) The Necessity to Anticipate Action Effects; (4) Who Do I Act for? Between Graduation and a Client. The knowledge of dilemmas that strengthen professional development can be used to organise the learning process for social work students, e.g. by creating situations in which the student in the ‘incubator’ conditions experiences a problematic situation that triggers a specific dilemma.

Professional Orientation of Social Pedagogy Students at Work Placement in Prisons

AbstractThe research is based on work placements done by social pedagogy students in Slovenian prisons. It focuses on their professional orientation as reflected by their journal entries. A qualitative substantive analysis of a collection of their journal entries was performed, recognising six key topics that also represented the key aspects in which the journals differentiated drastically. Based on these, a continuum of student orientations was developed, featuring three models: the adoptive, non-professional and engaged orientation. Findings reveal a heterogeneity in the students’ orientations and are in this aspect in line with several other studies that have similarly shown various orientations and operating models in social pedagogy. This research adds to studying this field whilst being a reminder that perhaps the largest potential of social pedagogy today is to be able to state clear position about this variety and to be more assertive in promoting certain models and practices, whilst being critical to others. The research has shown that this can already be done during the students’ studying process, i.e. in the process of forming new future professional identities.

Pedagogical Concept of Self-reflection of Students of Social Education: Qualitative Study of Self-reflection Determinants

<p style="text-align:justify">The main topic of the presented article is the pedagogical concept of self-reflection of students of Social Education. The authors understand the pedagogical concept as primarily educational determinants that influence and shape students’ self-reflection. To identify this aim, the authors formulate the main research question: How do social education students reflect on themselves as students, and what are the determinants of study self-reflection for social pedagogy students? The authors used the qualitative research strategy, specifically The Grounded Theory, through which sixty self-reflecting essays were analysed. These written self-reflections were further complemented with six in-depth interviews in which we acquired clarifying information on self-reflection and self-assessment of social education students. It was ascertained that students’ self-reflection is shaped through an awareness of internal and external study factors, which subsequently influence the overall concept of their study, motivation to perform, study style, and self-assessment.</p>

Diagnoza interpretatywna jako „nowy” sposób diagnozowania problemów w pracy socjalnej/społecznej

<p>W niniejszym artykule przybliżono założenia teoretyczno-metodologiczne diagnostyki interpretatywnej wraz z praktycznymi implikacjami jej zastosowania. Prezentację „nowego” sposobu diagnozowania w pracy socjalnej przedstawiono w odniesieniu do powszechnie stosowanej w instytucjach związanych z pracą socjalną/społeczną diagnozy normatywnej. Analiza obu sposobów rozpoznawania problemów w pracy socjalnej została skierowana na ukazanie odmienności tych podejść w ich wymiarze teoretycznym, metodologicznym i praktycznym. W celu uzupełnienia wywodu wykorzystano przykład empiryczny – diagnozę jednego przypadku, ale dokonaną w dwóch ujęciach. Diagnozy normatywna i interpretatywna pochodzą z dwóch zajęć przeprowadzonych w ramach kształcenia dla studentów pedagogiki społecznej na poziomie licencjackim. W trakcie studiów studenci mają obowiązek przeprowadzić diagnozę przypadku w ujęciu normatywnym w ramach przedmiotu kształcenie umiejętności diagnostycznych, natomiast w ramach zajęć elementy diagnostyki interpreatywnej analizują ten sam przypadek, bazując na odmiennych od normatywnych założeniach teoretyczno-metodologicznych.</p>

ПРАКТИЧЕСКО ОБУЧЕНИЕ НА СТУДЕНТИ ОТ СПЕЦИАЛНОСТ „СОЦИАЛНА ПЕДАГОГИКА“ В УСЛОВИЯ НА ИЗВЪНРЕДНО ПОЛОЖЕНИЕ

The article presents the organization and implementation of the training practice and pre-graduation training for Social Pedagogy students at the Trakia University in Stara Zagora. The state of emergency declared due to the COVID-19 pandemic imposed the research, development and implementation of new forms of training that were never before employed for educating the future specialists. It also defines new problems in the organization, tracking, and assessment of the training and demonstrates solutions that include the active participation of all representatives – academic tutors, mentors from the institutions, students from both forms of education (full-time and part-time). The article presents the results from an on-line survey, carried out among the students and draws conclusions about the effectiveness of the alternative organization of the training. The author also shares ideas about the inclusion of new elements in the organization an implementation of the practical training of future students.

Практическо обучение на студентите от специалност „Социална педагогика“ насочено към формиране на умения за изграждане на подкрепяща среда

The article presents the process applied to organizing and conducting thepractical training of Social Pedagogy students in Trakia University’s particular social institution – Center for Social Rehabilitation and Integration. It describes an activity from the beginning of the practice - hospitality; which is used to enrich the professional training of the social pedagogue through focusing on the supportive environment in their professional activities. The articleals alyzes the participation of the students and the efficiency of the class through self-assessment.

Professional preparation of students of social pedagogy in the Czech Republic

This paper addresses the professional preparation of future teachers of social pedagogy (social educators) in the context of current tasks which the social pedagogy in the Czech Republic still has. Based on the results of the research which aims to present the professional characteristics of students of social pedagogy, we propose an innovation of the current curricula in social pedagogy study program and thus strengthen the independence of the profession which has undergone a specific development in our country. BIP questionnaire was used to obtain data.

Professional Identity Level of Social Pedagogy Students in the Context of Career Decisions

Abstract The concept of professional identity involves professional suitability, training, professional choice, professional image, professional plan, career awareness and motivation. Students of social pedagogy as future professionals have their self-conception which depends on the level of professional identity the students have achieved: diffuse identity, self-determination without debate, moratorium and the identity achieved. Each level reflects the identity of a certain combination of investigation and resolution of the undertaking. However, professional identity is not only an objectively perceived phenomenon; every subjective perception leads to one’s own career in the context of human evolution, social life, economic conditions, learning experience. Professional identity, which has been understood as professional roles, is one of the most important factors of career success and satisfaction. It is based on personal characteristics, values and experience. The profession of social pedagogues is specific, because they work with people and, in particular, socially sensitive. Therefore, the students of social pedagogy must have the inclination to work with people. Social pedagogues are responsible for social well-being and, therefore, career decisions of students in social pedagogy must be self-directed and adequate. Thus, the higher education professionals providing career guidance, mentors and teachers should recognize whether these programs are relevant to young people at an early stage of the professional identity. Future social pedagogues must also understand the characteristics of the formation of professional identity of a social pedagogue. Therefore, this article addresses the following research questions: what career decisions were taken when choosing studies in social pedagogy? How and what appropriate level of professional identity was reached during the period of studies at university?

ВОЛОНТЕРСКАЯ ДЕЯТЕЛЬНОСТЬ И ЕЕ РОЛЬ В ЛИЧНОСТНО-ПРОФЕССИОНАЛЬНОМ РАЗВИТИИ БУДУЩИХ СОЦИАЛЬНЫХ ПЕДАГОГОВ

The formation of modern youth takes place in very difficult conditions of old values destruction and of new social relation forming. Being the most promising part of any society, young people are extremely sensitive and experience many social changes and their consequences. The article discusses the possibility of volunteer activity for the students of Social Pedagogy in the education process. The essence of volunteering is revealed, the current state of volunteerism in Russia is characterized. The main subject of the research is the role of volunteer activity in personal and professional development of future social educators. Based on the literature analysis, the characteristics of volunteering as a social and pedagogical phenomenon that has beneficial effects on social and professional formation of the student’s personality are identified. The author presents the main areas and professionally significant results of cooperation between the Centre of Young People’s Social Initiatives called “Voluntary choice!” and its main social partners. The validity and reliability of the results are ensured by the optimal choice of methodological basis, by relying on the main propositions and achievements of Pedagogy, Psychology, Philosophy, Sociology, and by integral approach to the studied problem. The results can be used in the academic staff activities as well as for public organizations and associations.

Achievement Motivation and General Motivational Tendencies of Social Pedagogy Students

<p>This article introduces readers to the level of motivation of Social Pedagogy students within the context of this discipline in the Czech Republic. Herein it poses a number of topical questions, especially in relation to the manner of future social pedagogues’ preparation, selection of applicants, and their chances in the labor market. Equally it takes account of the elementary methods of measuring achievement motivation. In the empirical part the design of the research is proposed and the findings are presented. The primary aim of the research was to determine the level of achievement motivation of Social Pedagogy students at undergraduate preparation and their motivational tendencies. The secondary aim was to observe change dynamics in the level of achievement motivation and its individual components during university studies. The tests of LMI Achievement Motivation Questionnaire and MMG Multi-Motive Grid were used to obtain the results. In the conclusion of the work, the authors ask the question of how meaningful the contemporary approach of Social Pedagogy as a subject in the Czech Republic is; and they propose potential innovations. Moreover, research findings which have also shown prospective areas of students’ development can provide useful suggestions for pedagogues who research Social Pedagogy or educate future Social Pedagogues.</p>

Students of Social Pedagogy and Intergenerational Solidarity

The purpose of the article is to present the intergenerational solidarity as fundamental for the achievement of a society for all ages, a major prerequisite for social cohesion and a foundation of formal public welfare and informal care systems. A sample of research was included students who study Social Pedagogy (as holders of the specified values). For the comparison was used tool and selected results of the Flash Eurobarometer 269, titled “Intergenerational Solidarity”.

Formation of professional competencies for social work for the students of social pedagogy

Formation of professional competencies for social work for the students of social pedagogy

PERSONALITY AND COGNITIVE ABILITIES AS PREDICTORS OF UNIVERSITY STUDENTS' ACADEMIC ACHIEVEMENT

In the current study the students' big five personality traits and specific cognitive abilities were included in predicting their academic achievement: grade point average (GPA) and grades from specific subjects. Two generations of first-year faculty students participated in the research: 203 students of primary education and 80 students of social pedagogy. Using hierarchical multiple regression analyses, non-verbal cognitive abilities, included in the first step of analyses, accounted significantly for 4% of the variance in grade in science and mathematics for primary education students, whereas verbal cognitive abilities explained 7% of variance in the GPA of social pedagogy students. The big five personality traits, included in the second step of analyses, significantly improved the prediction of grade in psychology and didactics, for primary education students and overall grades for social pedagogy students, relative to the predictions based only on the cognitive abilities tests. Among the big five personality traits, measured with BFQ (Caprara et al., 1997), conscientiousness was the only significant predictor of certain grades for both student groups.

Student́S Possibilities on Development A Key Competences - Academic Preparations of Social Pedagogy Study Program on Czech Republic

Problem StatementEducation on academically board and development of key competences for praxis, in country of East Europe, is a serious problem on a process of designed study programs of social pedagogy (Chudy, 2009). In an educational field on academically board and in a development the competencies there are a great gap on a process of the solutions the open social situations. The psychosomatic preparation is one of these competencies. The second one is an exploration of a situation as a key determination of competences during university studies. The results of this research process are new study disciplines of a psychosomatic preparation, personal and social competencies (decision) development. Purpose of StudyThe present study examined how student“s were associated a statements on questionnaire. After evaluations results we construct or re-construct the valid concepts of a new disciplines on psychosomatic preparations.The subjects in the study were a 150 regular student“s on TBU University (in the present time we are a second group – 150 students of Palacky University). Participants were tested by non standard questionnaire. The questionnaire is processed as a 4 subtests for using a part of competencies, practice, qualifications and personal aims on a process of development key competences. Evaluations are processed by statistics software Statistica 9 and Chic. Research MethodsThe subject in the study was a 150 regular student“s on TBU University (in the present time we are a second group – 150 students of Palacky University). Participants were tested by non standard questionnaire. The questionnaire is processed as a 4 subtests for using a part of competencies, practice, qualifications and personal aims on a process of development key competences. Evaluations are processed by statistics software Statistica 9 and Chic. FindingsResults show a great impact of study preparation, creativity, personal aims and partially of a qualifications and practice experiences of students. ConclusionsThe impact of our research activities we show on preparations of Psychosomatic preparation for a practice social pedagogy on society. It also includes a comparison of two approaches concerning personal and social development of social pedagogy students.