Professional Training Model Research Articles

Rethinking trust: the role of the Wise GP.

Trust is essential to effective healthcare. In general practice, trust is built through relationships;1 which is why empathy, communication skills, and continuity all feature strongly in models of professional training and practice. We currently recognise that trust is built on the ‘Caritas’ of our professional motto, Cum Scientia Caritas. Many, including Marshall1 have expressed concerns about the impact of current service changes on building effective relationships, and so the potential to undermine trust. But the upheavals of the last year have also bought opportunities for reflection. Relationships have undoubtedly been challenged and changed, meaning trust needs to be managed differently. One analysis showed that the strongest predictor of patients confidence and trust in their GP is if patients feel clinicians ‘take their problems seriously’.2 Patients need to feel that their problems are understood, explained, and addressed. But many of the …

Reform and Innovation of the Training Model of Japanese Professionals with Local Characteristics

With the continuous deepening of talent exchanges between China and Japan and the enhancement of its breadth, the continuous deepening of economic trade between China and Japan, and the continuous expansion of scope, the exchanges between China and Japan are inseparable from proficiency in Japanese and proficiency in Chinese and Japanese. The participation of professional talents in inter-business. This is the new era and the new market environment, new requirements for the training of Japanese professionals. However, there are many disadvantages in the traditional training of Japanese professionals in my country, which seriously hinder the overall goal of mass cultivation of Japanese professionals. This article aims at the traditional problems in the training model of traditional Japanese professionals, and puts forward effective reform paths for these cruxes, and makes a preliminary exploration of effective paths for the reform of Japanese professional training from the perspective of my country’s local characteristics.

Фахова компетентність інструкторів фізичної підготовки і спорту органів внутрішніх справ

The existing model of professional training of police officers in Ukraine by many criteria does not meet the growing needs of society and generally accepted international democratic standards in this area. In these conditions, there is a growing need to reform the education system of future police officers in the Free Economic Zone of Ukraine. The purpose of the study was to clarify the components of the professional competence of instructors in physical training and sports of law enforcement agencies. Materials and methods. Theoretical analysis and generalization of data of special scientific and methodical literature were used in the work, monitoring of information resources of the Internet was carried out. It is established that the current problems that need to be addressed are the lack of a system of centralized training of instructors in physical training and sports, imperfection of the system of implementation of scientific developments in the field of physical culture and sports in practical service and combat activities and failure to take into account the initial level of training of cadets. Results and discussion. The analysis of experience of armies of the leading countries of the world shows that one of characteristic aspects in the organization of preparation of experts in physical training and sports is a combination in performance of tasks of physical training and mass sports. As part of the centralized training of personnel, the practice of using simulation centers and the Joint Conflict and Tactical Simulation software is widespread at the training courses for personnel of brigade headquarters (battalions). Promising areas for improving the professional training of instructors of physical training and sports are the use of distance, simulated learning, interactive, situational, game and project methods. Conclusion. Education of physical training and sports instructors requires a comprehensive approach and is carried out by a rational combination of basic types of training. It is established that the components of professional training of instructors of physical training and sports in military institutions are communicative, methodical, organizational-managerial and leadership competencies. The key issues of professional competence of instructors of physical training and sports are organizational and managerial skills. Organizational and managerial competence involves the formation of information-analytical, organizational, control and diagnostic skills. Important functions of heads of departments, instructors of physical training and sports are planning, definition of the purposes, coordination and the logical organization of professional activity of subordinates

Formation of a model of professional training of a coach in selected sports

The article considers issues related to the formation of training of future coaches. Identified the prerequisites for access to education, orientation and the main focus of programs on professional competencies, etc. We determined the direction of training, developed a logical-structural model for the formation of basic knowledge in the professional field, explaining the essence of professional functions and professional competencies of the coach.
 Today scope trainer profession has expanded recently. This is primarily because the fact that the trend is a healthy lifestyle. The coach is interested not only in CYSS or sports sections, but also in numerous private gyms, fitness clubs, sanatoriums and health centers or children's camps.
 With the reform of higher education, a number of adjustments are being made to train specialists in this specialty and in education in general. Each educational institution puts forward its views on the training of young professionals. The proposed training model consists of five main areas that we believe decide issues concerning formation of training the trainer, namely: a cycle of general training, a cycle of professional training consisting of four subgroups, a cycle of elective disciplines, practice in a professional direction and independent scientific research workwith elements of independent research.
 Actuality primarily due to the fact that the reform of higher education. Secondly, there is a lot of competition both in Ukraine and in the world for the training of sports coach. Third, you need to constantly improve your knowledge and skills in the context of informatization of society as a whole. Fourth, regarding the forcing of scientific approaches, principles, means, methods and forms of organization and self-organization during the distance learning process, control of training sessions, loads and rest of the athlete in the conditions of crisis situations, and timeliness of epidemic covid-19. The analysis and generalization of scientific, educational- methodical and special literature is carried out.

Formation of Professional Readyness of the Future Specialist

The article substantiates the content and develops a model of professional training of assistant dentist, as well as his educational and qualification characteristics and educational and professional program and, through experiment, introduced the training of such a specialist in seven higher medical schools in Ukraine. Theoretical concretization and experimental testing of organizational and pedagogical conditions of professional training of junior specialists of dental profile in the line of general requirements of the personal approach to the organization of process of professional training are carried out. Factor analysis of trends in the development of education and environmental systems and analysis of the experience of professional training of auxiliary specialists in the field of dentistry abroad revealed the conditionality and necessity of professional training in Ukraine for junior dentists. The organizational and pedagogical conditions that will ensure the effectiveness of professional training of a dental assistant in a higher medical educational institution, namely: the system of three-subject interaction of the educational institution, the student as a future specialist and potential employer and pedagogical opportunities for self-realization of the student as a subobject of his/her own professional training. Through the experiment, the effectiveness of the introduction of organizational and pedagogical conditions for the professional training of an assistant dentist was proved. During the study, the experimental group eventually rethought the “object” of its activities and crossed the previously opaque boundaries between medical care and student supervision for the benefit of all parties.

ТЕОРЕТИЧНІ ЗАСАДИ МОДЕЛЮВАННЯ ПРОЦЕСУ ФОРМУВАННЯ ДОСЛІДНИЦЬКИХ УМІНЬ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ

The article is dedicated to the problem of modeling research skills of the Primary School teachers. There are thoroughly presented the scientists’ approaches to the determination of the term “model”. There are thoroughly analyzed models of professional training and formation of the future specialists. Within the article it stressed that the model of formation of research skills of the future teachers of Primary School provided the implementation of certain conditions. As the first condition it is presented the direction of the professional training on the combination of the student’s scientific and educational work. As the next condition it is presented the implementation of special lessons on organization of the project activity. As the third condition and as the most important way of research skills’ formation it is presented the implementation of specially modeled research-educational tasks during the process of professional training of the future Primary School teachers. The article mentions that the development of the research-educational tasks must take into account the specific of scientific methods and ways of research. Also it is necessary to consider: the control evaluation tools and measures; the determination of the range of problematic situations, the level of independence, the level of activity and appropriateness of the research actions. It is given the author’s definition of the educational-research task as the problematic task which provides the studying of certain phenomena and facts, actualization of knowledge on these facts for the further development and systematization of this new subjective information about the reality. The author reveals peculiarities of types of educational-research tasks: tasks which are devoted to the research of the essence of the pedagogical research; tasks which are devoted to the mastering content and sequence of conducting pedagogical research; tasks which are oriented on the development of skills to realize the self-analysis of the conducted pedagogical research. It is determined, that educational-research tasks ‘solving has to be implemented in the content of all methodical educational components of the educational program 013 Primary School (at first level of higher education). As the result of our research, we can state the conclusion that consideration of organizational-pedagogical conditions of formation research skills of the future teachers of Primary School will permit to increase the effectiveness soft his process during the realization of the experimental model of training students (applicants for mastering higher education). Keywords: model, modeling, formation of research skills, professional training of the future primary School teachers, educational-research tasks.

Innovation and Reform of Accounting Professional Training Model Based on the Artificial Intelligence

In recent years, the continuous upgrading and transformation of high-performance computing and Internet technology have brought revolutionary impact to the development of the economic, financial and financial accounting industries. High-tech represented by cloud computing and big data artificial intelligence has promoted the “first Four Industrial Revolutions”, and the application of artificial intelligence technology has had a profound impact on the traditional accounting work process, rules, and the functional positioning of practitioners. How to adapt to the demand for accounting professionals in the artificial intelligence era, and accelerate the construction of innovating the current talent training model is a problem that should be faced with and analyzed in the future.

Interdisciplinarity for professional development in a foreign Language

The curricular proposals for professional development in foreign languages require the contribution of an interdisciplinary approach, because they deal with sociocultural constructs that are as important as language itself, in this context is not simply a vehicle for communication. In this sense, the objective of the study is to characterize the factors associated with professional training in a foreign language. The study considers that the interdisciplinary approach corresponds to the territorial approach, the use of the language versus the standard, the intervention of disciplines in professional training and the perspective of interdisciplinarity. The study applies a qualitative methodology corresponding to ethnography where oral communication with socio-cultural constructs is recorded in the everyday life, along with all sources of consultation that has allowed to build a model of professional development training in foreign languages. The use of the unstructured survey and in-depth interview has allowed to record the following results: the contribution of the interdisciplinary approach generates spaces to value the transdisciplinarity because any foreign language transcends, since it mobilizes and generates knowledge within open and closed territories. Languages represent dynamic processes that characterize the role of individuals within given contexts.

Experimental model of professional training of pedagogical college students

The article substantiates the necessity to create an educational space for student development to solve problem nodes. The aim is to substantiate an experimental training model of students in the Pedagogical College. The organization of the educational process partly transfers to school base. This model of student training includes four components: the educational program, the results of student training, resources, and the college school interaction. The emphasis is placed on preparing students for professional activities through the development of professional competencies and solving professional problems. The article reveals three forms of organizing classes: immersion, workshop, and club. The student's training in this model is checked by a demo exam, in the playback of the model situation of the project task. Analysis of the results of the pilot study demonstrated that the implementation of the experimental model of student training provides productive interaction with employers. Introduction of experimental models of training contributed to enrich the psycho-pedagogical knowledge, improve professional skills, acquire terminology of project activities and methodology to students of pedagogical college. However, the model also helped to identify issues in need of improvement: the adjustment of the content of work programs in order to strengthen the practical training of students, the formation of a unified system of control assessment tools for assessing students' professional competencies for school teachers and college teachers, and also emphasized the need to organize and conduct reflexive analytical seminars.

STRUCTURAL AND FUNCTIONAL MODEL OF PERSONNEL TRAINING OF GERMAN FEDERAL POLICE

The article substantiates the structural and functional model of professional training of the Federal Police of Federal Republic of Germany (GFP). The presented model takes into account the main components of the researched process, reproduces, simulates, reflects its properties, features and characteristics.The model is developed on the basis of the analysis of pedagogical literature, educational programs and curricula, the corresponding orders of the Federal Ministry of Internal Affairs of Germany, as well as the practical activities of educational institutions which provide professional training of the specified personnel. The presented model reveals the objective, content, procedural, institutional, diagnostic and resultative units. The objective unit reflects the needs in the field of professional training of the GFP personnel, reveals the objective, professional requirements, peculiarities of professional activities, tasks of professional training of the GFP personnel. The content unit of the structural and functional model takes into account the legislative and regulatory framework, which determines the areas of professional activities of the GFP personnel, its professional, legal status, training requirements, and reflects the content of curricula, educational programs, modules, competencies (general, professional, special, methodical, managerial), program learning outcomes, professional knowledge, skills, abilities and qualities of future police officers. The procedural unit of the model reveals the essence and defines the peculiarities of the organization and implementation of professional training of the GFP personnel, in particular the forms of education, stages of training, forms and methods of training, training and methodological support which enable to effectively achieve the goals outlined in the objective unit. The institutional component of the model shows the educational institutions where the training of the GFP personnel of each level is carried out. The diagnostic and resultative unit of the model provides for the verification of the goal achievement of the GFP personnel training and reveals the types and scales of evaluation of learning outcomes, forms of final examination that take place in the personnel training system, as well as qualifications obtained by the GFP personnel at the end of training. The implementation result of the presented structural and functional model is a trained highly qualified specialist of the German Federal Police.

Research on the Training Model of E‐Commerce Professionals Based on Big Data Analysis

In a new era of booming information technology, E‐commerce has become an important developing country in China, and parents and students have gradually welcomed this profession. In the information age, how to improve the quality of training in professional higher education and then meet the employment needs of industries and enterprises has become a key issue for higher vocational education in China. This article mainly studies the E‐commerce professional talent training model based on identity inheritance. This article analyzes the current situation of E‐commerce talent training, combines pragmatism, and proposes strategies for training talented E‐commerce experts in underdeveloped western regions. The theory of business talent development has certain theoretical significance for guiding and promoting electronic trade and socioeconomic development. The research in this article shows that despite a large number of international trade graduates every year, the electronic trading group (70.1%) is still international trade, and 85.9% of companies still believe that there is a gap between transnational E‐commerce traders. In order to “effectively connect” the training of E‐commerce talents in higher vocational education and social needs, it is necessary to take the needs of industrial development as the driving force and market demand as the guidance and take practical measures to improve the school‐enterprise matching. The distance between talents ultimately promotes professional construction and talent training and achieves a win‐win situation for both schools and enterprises.

New Training Model of School-Enterprise Cooperation for Professional Postgraduates

Under the new situation, the cultivation of high-level professional postgraduates with both innovative and practical ability has become a key issue to be solved urgently in current graduate education. Professional postgraduates are different from academic postgraduates, and their training methods should also be different from academic postgraduates. This research analyzes the reasons for the problems and shortcomings of the current professional postgraduates training model in the school-enterprise cooperation model, and provides a new and effective training model for professional postgraduates school-enterprise cooperation based on engineering projects. Based on the vision of collaborative innovation and collaborative training, this study summarizes the practical problems and international experience of the training mode of professional postgraduate. Relying on the existing engineering conditions and practice environment of disciplines, schools and cooperation units, through the establishment of school enterprise collaborative innovation group, this paper puts forward the school enterprise collaborative training mode of professional postgraduate with engineering project as the carrier, from three aspects of adhering to the engineering project as the carrier, adhering to the interactive training process, and adhering to the team collaborative training research, social services and other integrated cooperation framework provide macro response ideas, micro solutions and operational implementation path for collaborative innovation training. Through the clear school enterprise cooperation project, this new training effectively collects the resources and elements of universities and enterprises, and realizes the effective collaboration of school enterprise cooperation in cultivating applied innovative talents.

The efficiency of the model of professional training of future social workers to the collaboration with young families in demand

The efficiency of the model of professional training of future social workers to the collaboration with young families in demand

Теоретичні основи формування управлінської культури майбутнього фахівця соціального забезпечення в освітньому середовищі закладу вищої освіти

The article reveals the theoretical foundations of the formation of management culture of the future social security specialist in the educational environment of higher education. It is substantiated that a social security specialist in modern conditions is a manager who must be able to form a team, develop and implement social programs and projects, create a socially healthy society, establish social contacts, carry out social partnership. Models of professional training of social workers in the university are analyzed. Didactic modules of formation of managerial culture of the future specialist in higher educational institution are considered. The content of professional competencies (socio-psychological, legal, organizational, economic, informational, marketing, consulting) of the future specialist in the social sphere as a subject of managerial activity is revealed. The expediency of wide application of personality-oriented, organizational, environmental, effective, competence approaches in the formation of the management culture of the future social security specialist is substantiated.

РОЗРОБКА ТА РЕЗУЛЬТАТИ ВПРОВАДЖЕННЯ СТРУКТУРНО-ФУНКЦІОНАЛЬНОЇ МОДЕЛІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ СОЦІАЛЬНИХ ПРАЦІВНИКІВ ДО РОБОТИ З МОЛОДИМИ СІМ’ЯМИ, ЩО ПОТРЕБУЮТЬ СОЦІАЛЬНО-ПРАВОВОГО ЗАХИСТУ

The work of a social worker for the proper performance of his professional duties requires appropriate training, which would provide not only theoretical knowledge but also practical skills. To do this, each higher education institution uses its own model of professional training of students as future social workers to work with young families. Therefore, we have considered the views of scientists on the content of the concept of “training model”, as it is for the training of future professionals, in our case social workers, is one of the means of their professional development. The problem of the model of professional training of future social workers to work with young families is actualized and the structural-functional model of professional training of future social workers to work with young families in need of social and legal protection is developed. The main blocks of this model of professional training are defined and described: target (purpose and tasks of professional training of future social workers to work with young families), theoretical and methodological (analysis of the state of professional training of future social workers to work with young families), organizational and content (organizational and pedagogical conditions of professional training and professional competence, defined by the Standard of Higher Education of Ukraine, field of knowledge 23 Social work, and social and legal competence of future social workers), procedural and educational (educational and methodological complex “Fundamentals of social and legal protection of young families”, educational and methodological support and syllabus of the discipline) and diagnostic unit (criterion apparatus and diagnosis of knowledge, competencies in future social workers to work with young families, which defines the criteria, levels and results of such training). The main criteria of professional training of future social workers to work with young families (motivational, personal, theoretical (cognitive-semantic) and activity-practical) and levels of such training (low (elementary), medium (basic) and high (creative) are determined. Diagnosis of the levels of expression of professional training of future social workers to work with young families on the basis of diagnostic tools.

PSYCHOLOGICAL AND PEDAGOGICAL PRINCIPLES OF PROVIDING PROFESSIONAL TRAINING FOR STUDENTS OF SPECIALITY 263 – "CIVIL SECURITY"

The purpose of this work is аnalysing, emphasizing a range of psychological and pedagogical principles of professional training for students majoring in program subject area 263 – "Civil Security", substantiating their implementation through the specifics of the content, forms, methods and means of organizing the educational process in the university. To study the problem of pedagogical, didactic, psychological, social support for providing the principles of professional training for students majoring in Speciality 263 – "Civil Security" such groups of principles have been identified as general didactic ones and principles of student professional training (combination professional and fundamental training; professional direction of comprehensive and basic engineering disciplines; systematic and consistent presentation of professional curriculum content; optimal ratio of individual, personal and professional development; humanization and humanitarization of professional training). The grounds are provided to the problems of shaping the curriculum content of professional training, selecting forms and methods of working with students in the light of implementing principles of professional training: elements of binary education, students’ elective courses, involvement of specialists from the relevant companies of the region, practical training at core enterprises. The studied psychological and pedagogical principles of professional training for students majoring in 263 – "Civil Security" are universal for professional training in a modern domestic university. The proposed methodology for selecting the content, forms, methods and means of organizing the educational process, which is provided by a combination of general didactic principles and principles of vocational training, can serve as a universal model for professional training of students in the university.

MODELS OF PROFESSIONAL AND PEDAGOGICAL TRAINING IN HIGHER EDUCATION INSTITUTIONS IN UKRAINE

The article presents the results of theoretical analysis of the content of professional and pedagogical training at different levels of higher education. The purpose of the study is to substantiate the requirements for the modern content of professional and pedagogical training at different levels of educational activity. The analysis of the concepts "professional and pedagogical training" and "professional and pedagogical education" is carried out. It is shown that vocational education today should be understood not only as a special kind of pedagogical education aimed at training teachers for vocational education, but more broadly as preparation for vocational education in formal and non-formal vocational education. Engineering and pedagogical education is a component of professional and pedagogical education. The analysis of existing models of professional and pedagogical training is carried out. It is shown that holistic models of continuous professional and pedagogical training, which would provide a holistic, continuous process of formation of a modern innovative teacher, a subject of professional and pedagogical activity, are still missing. The existing models are characterized by locality, aimed at the development of certain professional competencies or training of teachers of vocational training in certain specializations. Levels of education are separated from each other. Most developments relate to pedagogical or engineering-pedagogical education, while the training of teachers of vocational training - the presented models of training are clearly insufficient. Definitely General requirements for the content of vocational education should include a focus on broad training for vocational education in formal and non-formal vocational education, the implementation of vocational training on the basis of humanistic, personal, competence, technological and acmeological approaches, ensuring gradualness, flexibility , variability and practical orientation of training at different stages of educational activity.

EXPERIMENTAL STUDY OF THE DEVELOPMENT OF DUAL - ORIENTED EDUCATION IN THE EDUCATIONAL PROCESS OF THE UNIVERSITY

Currently, dual-oriented learning in the educational process is becoming an urgent issue. The article presents a brief excursion of dual-oriented training of future specialists in the far and near abroad, which is a system of pedagogical education, providing for a combination of theoretical learning in a higher educational institution with periods of production activity at school. Positive experience in the implementation of dual education in the European Union, Russia, Belarus, Kazakhstan is highlighted with the goal of developing a Kazakhstan model of professional training of the future teacher based on dual-oriented education. The innovativeness of the Kazakhstan model will consist of: the creation of a “corporate triangle” aimed at training a specialist; in the implementation of the communicative paradigm of dual-centered learning, which is a conceptual model of the “communicative subject” deployed in the activity-dynamic dimension of the educational process. The features of the dual-oriented process, which in turn will provide a high level of professional training for teaching, are revealed. The mechanisms of the formation of a “group communicative subject” have been identified, suggesting the emergence of polyphony of needs and professional interests of future teachers who try, each in his own way, to express his individuality and make his own contribution to the common cause. It is this polyphony of individualities that arises in the triad of the “corporate triangle” (university, college, school) as the core of effective and productive interaction in a communicative educational environment, which is a sign of the effective manifestation of the “group communicative subject”. The presented theoretical models of dual-oriented learning within the framework of a single pedagogical technology will mean the development of conditions of “framework agreement” in the context of which representatives of the pedagogical movement could follow the development of a new didactic toolkit creating an atmosphere of creative search.

Modeling of continuous professional training of a mathematics teacher using ICT

Today, mathematical sciences play a special role in the life of society, because they serve the development of scientific, technological and technological progress, determine the prestige of the country on the world stage. In this context, it is important to continuously prepare future teachers of mathematics for further professional activities, which in accordance with the current needs of the individual, society, state, allows to create conditions for self-expression, self-realization and self-improvement. The article is devoted to the issue of modeling the continuous professional training of mathematics teachers using ICT. The research goal is to analyze modern models of future teacher training for the use of innovative tools and methods in their pedagogical activities, to present a structurally component model of continuous professional training of a future mathematics teacher using ICT. The following research methods were used: analysis of psychological and pedagogical literature on the research problem; synthesis and comparison; theoretical modeling. The results. The main components of the structural model of continuous professional training of future mathematics teachers with the use of information and communication technologies are described. The main features of the new model of student training are identified: focusing on the need for lifelong learning; transformation of the bachelor's degree into the core of the educational system; providing students with a broad aspect of systematically updated master's programs, programs of professional and general cultural training and retraining; in the system of continuing education the key factor is the independent access of students to educational resources and innovative technologies of self-education; quality management of education based on a point-rating system to assess the level of students' mastery of academic disciplines. The directions of increase of efficiency of this process and ways of realization in practice of higher educational institutions of a pedagogical profile are allocated. Conclusions. It is proved that the semantic component of modeling the continuous professional training of a future mathematics teacher with the use of ICT forms one of the main tasks of teaching mathematics - to establish a connection between a particular course and the relevant school subject. The integration of theoretical and practical training of future mathematics teachers in the system of continuing education contributes to the activation of students' cognitive activity, forming a holistic view of the future profession, creating optimal conditions for gaining solid knowledge and skills at work. The criterion-diagnostic component of the model provides for linear consistency between the monitoring of professional readiness, criteria and levels of its formation. The model of forming the readiness of future mathematics teachers using ICT for professional activities in the system of continuous training helps to consider the structural elements and stages of preparation of future mathematics teachers for professional activities, the relationship between elements, design content, forms and methods of such training.

МОДЕЛІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ СОЦІАЛЬНИХ ПРАЦІВНИКІВ, ЇХ ЗМІСТОВО-ТЕХНОЛОГІЧНИЙ СУПРОВІД

The article deals with the problems of different approaches, respectively, of different models of the social workers’ professional training. Especially it concerns the content and technological support. It indicates the complexity, the field of functionality, the multidimensionality of the profession, as well as the presence of a large amount of the theoretical and practical research, which determines the possibility of training specialists in this field. The point of view, according to which the comparison of the social worker’s professional training models, including foreign ones, provides an opportunity not only to deeply analyze national professional education system, but also to explore the potential of its development in accordance with European educational standards.The presented analysis of the most typical models of the social workers’ professional training shows, that in principle, they can be divided into traditional (providing information and reproductive activities), and innovative (which have a complex structure and determine the relationship between components). Comparison of the most progressive models of social service development, as well as preparation of specialists, indicates the need for their implementation, taking into account: the history of system development; national theoretical and practical developments in this respect; the real possibilities of modern practice. The article presents commonalities of positions that reflect the understanding of social work as: a complex humanistic sphere of activity; professional assistance to individuals, families, groups; an integrative profession that contains elements of professions, designed to help others.It is also argued, that in different countries the profession of social worker has different interpretative features, meaningful content, functional purpose. A considerable number of factors determine its peculiarities in different countries. However, the comparative analysis not only allows us to trace the mentioned diversity, but also to determine the conditions under which our national professional education system for future social workers can be enriched and improved. This is especially important in the current situation of innovative changes, concerning the transition to an innovative competent system of professional education in general, education of a social worker in particular.