ОСОБЛИВОСТІ РОЗВИТКУ ПРОФЕСІЙНИХ ЦІННІСНИХ ОРІЄНТАЦІЙ СОЦІАЛЬНИХ ПЕДАГОГІВ У СИСТЕМІ ПІСЛЯДИПЛОМНОЇ ПЕДАГОГІЧНОЇ ОСВІТИ
The features of the professional value orientations of social pedagogues in post-graduate teacher education
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The system of training specialists for social care is the youngest in the national system of vocational education, which naturally leads to ambiguity in the meaning of the dominant trends of its development, unequal treatment, and different approaches of the social scientists on the profession of a teacher, the priorities, the technologies, training of relevant professionals, but statistics shows the deployment of grid facilities for the preparation of professionals of social pedagogues of higher education. Simultaneously, the formation of the level of professional development social pedagogues and social workers at the Institute of Continuing Education is shown. The analysis of the theory and methodology of training social pedagogues in the terms of lifelong learning, a number of scholars have concluded that the essence of professional social and educational activities is conditioned by human values. It aims at intensifying cultural, social and educational functions of society, the family, the community, the individual. Social pedagogy should create a system of social and educational promotion of life needs and capabilities of each person, improving the quality of life. It should be emphasized that there is a trend of a widening sphere of professional social and educational activities and the range of its clients. In developing the model of individual social pedagogues, the basic components of a personal structure are distinguished. They are the following: motivation, value, professional and personal, gnostic, legal, technological and functional role, which give a comprehensive assessment of the content of his work. The value component is watched generally by the scientists as a part of the self-awareness of social pedagogues. The professional self-awareness of social pedagogues includes the system of several parts: motive-value (motives, values, precognitions, credos, ideals); cognitional and operational components (the system of professional knowledge, skills, practice which are necessary for the realizing of the pedagogical, organizational, communicative, art-creation and other professional activity; including the knowledge about the professional aims, tasks, the professionally important personal qualities and also the knowledge about psychology of self-awareness and communication).
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