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1
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Створення образу соціального педагога

100%
Igor Ostapjowski I.
Scientific Bulletin of Chełm - Section of Pedagogy
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2010
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issue 1
81-85
EN
The author of the article is characterized by the image of the social pedagogue.
2
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Pedagogický pracovník v integrovaném vzdělávání a integrované výchově

51%
Potměšilová P., Potměšil M.
Sociální pedagogika (Social Education)
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2014
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vol. 2
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issue 2
88-101
EN
Children and pupils with special educational needs are becoming increasingly integrated into the mainstream educational process. In reality, there may be situations where during their education students with special needs come into contact with pedagogues who do not have the required specific competences. The aim of this paper is not only to describe briefly the conditions for integrated education, but also to summarize the requirements and support the staff needs in order to work more effectively on the basis of the respondents‘ concerns. Morevoer, the concerns of the pedagogues working in integrated educationwere analyzed by using qualitative tufts. The results of the analysis were related to the teachers‘ social conditions. The proposed support activities are divided according to the possible forms of preparation and follow-up support. The results and recommendations are based on the practical experience acquired during the praparationof students in Social Pedagogy at St. Cyril and Methodius Theological Faculty of the Palacky University in Olomouc.
3
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Theoretical and Empirical Bases of Social Pedagogues’ Socio-Pedagogical Activities in the Slovak Republic

51%
Dulovics M.
The New Educational Review
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2014
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vol. 36
157-167
EN
Despite the fact that the legislation of the Slovak Republic enables social pedagogues to perform activities in schools, at present the socio-pedagogical work in school is performed to a minimum extent. This contribution aims to highlight its benefit not only in the local but also in the society-wide scale. It specifies in more detail possibilities for activities of a social pedagogue in preventing and dealing with socio-pathological phenomena in the school environment. Its aim is to point out to the necessity of establishing the profession of the social pedagogue in schools as a significant element of professionalisation of prevention of various forms of pupils’ deviant behaviour.
4
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School social pedagogue in a theoretical reflection, problems and educational needs of a school social pedagogue in the Slovak Republic

51%
Emmerová I.
The New Educational Review
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2015
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vol. 41
111-121
EN
Social pedagogues’ activities in school have already been anchored in Slovak legislation. Professionalization of preventive socio-educational work in school is a prerequisite for its increased effectiveness and prevention of pupils’ problem behaviour. It is regrettable that school practice so far does not fully respect the school legislation and social pedagogues are rather sporadic in schools.
5
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School Preventive Socio-Educational Work of Social Pedagogues in the Slovak Republic and an Outline of Their Activities in the Other V4 Countries

51%
Emmerová I.
The New Educational Review
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2016
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vol. 46
95-103
EN
The profession of social pedagogue is classified as a helping profession. Social pedagogues can prove their worth in various sectors and work with various target groups. The study analyses legislative possibilities and actual activities of social pedagogues in schools in Slovakia. Social pedagogues working in Slovak elementary and secondary schools carry out primary and secondary prevention, deal with pupils’ problem behaviour, screen for threatened pupils, provide counselling, actively work with pupils from socially disadvantaged environments, co-operate with pupils’ parents and with specialists. The author also briefly elucidates school preventive socio-educational work of social pedagogues in the other V4 countries comparable geographically, historically and culturally.
6
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Social pedagogues as migrants companions in socio-cultural adaptation, integration and inclusion

44%
Pietrusińska M.
Kultura-Społeczeństwo-Edukacja
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2020
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vol. 18
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issue 2
263-274
EN
Increased migration to Poland and at the same time an increase in anti-immigrant attitudes cause that social pedagoguesface a new challenge related to the integration andinclusion of migrants. In the article I focus on a transformation of social pedagogues roles due to the mentioned above social changes and new challenges – the discourse the introduces symbolic violence, learned helplessness and lack of agency of migrants, and the insufficient number of social pedagogues with intercultural and andragogicalcompetence. Based on these difficulties faced by social pedagogues I describe what could be their role in the process of integration of migrants and the host society.
7
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Pedagodzy społeczni jako współtowarzysze migrantów w procesie adaptacji społeczno-kulturowej, integracji i inkluzji

44%
Pietrusińska M.
Kultura-Społeczeństwo-Edukacja
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2020
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vol. 18
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issue 2
251-262
EN
Increased migration to Poland and at the same time an increase in anti-immigrant attitudes cause that social pedagoguesface a new challenge related to the integration andinclusion of migrants. In the article I focus on a transformation of social pedagogues roles due to the mentioned above social changes and new challenges – the discourse the introduces symbolic violence, learned helplessness and lack of agency of migrants, and the insufficient number of social pedagogues with intercultural and andragogicalcompetence. Based on these difficulties faced by social pedagogues I describe what could be their role in the process of integration of migrants and the host society.
8
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The Probation and Mediation Service in the Slovak Republic and the Possibilities to Employ Social Pedagogues

44%
Emmerová I.
The New Educational Review
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2006
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vol. 9
33-39
EN
The contribution presents the probation and mediation service in the Slovak Republic. With regard to the growth of criminality there appeared a need to change the penal policy. Probation and mediation is an effective means of help associated with prevention and implementation of penal justice. One of the possibilities to employ a social pedagogue is just in the frame of probation and mediation services.
9

МЕДІАОСВІТА В СИСТЕМІ ПІДГОТОВКИ СОЦІАЛЬНИХ ПЕДАГОГІВ

32%
Грінченко М.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 5(59)
425-435
EN
In the article the content of media education in the system of the future social teacher training is revealed, its constituents are characterized. The features of the introduction of media education in the training of the social teacher in the information society are described; curricula and discipline training of social workers in the school are examined, proposals for improving professional training taking into account global trends and transformations of modern society are presented. The purpose of the article is the rationale for media education in the system of social workers’ training. Methods of research – analysis of information sources; synthesis of the components of information sources on the issue of media education and training of social workers, comparing university curriculum educational qualification of Bachelor, Specialist and Master; specification – in determining the specific media education of social workers; summarizing the data. Examples of introduction of media education in higher education institutions of Ukraine are given, and international experience of media education, basic forms and methods of work are studied. The necessity of introduction of media education as integrated and individual courses in the curriculum training of social workers is proved. The practical significance of the study is to determine the most effective means of training in terms of media education and critical thinking as social workers, professionals, and future social and educational activities. In the article the results of studying the introduction of media education in modern educational process in higher education institutions of Ukraine are given, conclusions about the possibility of introducing media education courses in curricula of specialty social pedagogy and social work are made. The integration of educational media regulatory elements in the course of the cycle and creation of some specific disciplines are the priorities of media education and as a result – media literacy of social workers, which further will effectively implement their professional knowledge and skills. The prospect for further research is considered in the development of specific courses “Social worker’s media education” and “Fundamentals of media literacy of a social worker” for the implementation of the state education system as legal subjects. We believe that in Ukrainian society there is an urgent need to develop specific implementation methods and organizational forms of media education that would help improve the quality of social workers training, contributed to the improvement of youth socialization.
10

ЗМІСТОВІ ХАРАКТЕРИСТИКИЗДОРОВ’ЯЗБЕРЕЖУВАЛЬНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ СОЦІАЛЬНИХПЕДАГОГІВ І СОЦІАЛЬНИХ ПРАЦІВНИКІВ

32%
Тетяна В., Марина Л.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 2(66)
20-40
EN
The purpose of the article was to determine the characteristics of the components of content, criteria, indicators and levels of health-preservingcompetence of the future social pedagogues and social workers. It is argued that insufficient health of social pedagogues and social workers makes it impossible for their professional development, full realization of the potential and professional growth. In the article the essence of key concepts is clarified; based on the theoretical positions of the analyzed studies the components, criteria and indicators of health-preserving competence of the future social pedagogues and social workers are highlighted. Thus, the structure of health-preserving competence of the future social pedagogues and social workers includes interaction of motivational, information, technology and reflective components. To assess the level of development of the health-preserving competence of the future social pedagogues and social workers for the motivational component the orienting-evaluative criterion was elected; for the information component – cognitive-valeological criterion was selected, for the technology component – criterion of organizational activity was selected, and for the reflexive component was elected control-evaluation criterion. On the basis of the components, criteria and indicators, the levels of formation of the health-preserving competence of the future social pedagogues and social workers during training, namely: high, medium, low, were identified. Results of the study aimed at determining the initial level of formation of health-preserving competence of the future social pedagogues and social workers showed that the students lack initiative in teaching, they are insufficiently informed and poorly oriented to the implementation of the health-preserving technologies; they are not interested in the improvement, preserving and promoting health. Prospects for further research are seen in the definition of educational environment which will be effective for forming health-preserving competence of the future social pedagogues and social workers during training.
11
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Problem zawodowego i prawnego kształcenia pracowników socjalnych

32%
Hrynyk I.
Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
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2016
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vol. 29
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issue 2
EN
The article is devoted to the problem of the training of social pedagogues for social and legal protection of the individual. The works of Ukrainian and foreign scientists that present discussions on the training of specialists of socio-pedagogical work to advocacy have been analyzed in the paper. It has been found out that professional and legal education of social pedagogues in today's conditions becomes the key to effective realizing the social and legal protection of various population groups, including children and youth.
PL
Artykuł poświęcony jest zagadnieniu kształcenia pedagogów społecznych do prawnej i społecznej ochrony jednostek. Przedstawiono w nim analizę prac ukraińskich i zagranicznych naukowców ukazującą dyskusję na temat przygotowania specjalistów pracy socjo-pedagogicznej do rzecznictwa prawnego. Wykazano, że zawodowa i prawna edukacja pedagogów socjalnych staje się dzisiaj gwarancją ochrony socjalnej i prawnej różnych grup, w tym dzieci i młodzieży.
12

Pedagog społeczny - animator zmian w środowisku

32%
Naumiuk A.
Pedagogika Społeczna
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2012 (R. XI)
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issue 4(46)
41 – 56
PL
W artykule poruszane są zagadnienia nowych funkcji i zadań pedagoga społecznego w środowisku, przede wszystkim w odniesieniu do koncepcji animacji społeczno-edukacyjnej i wzmacniania sił środowiskowych, wraz z potrzebą uwzględnienia co najmniej trzech potencjałów: wartości kultury, zasobów społeczności lokalnej oraz idei społeczeństwa obywatelskiego.
EN
The article addresses the issue of new functions and tasks of social pedagogue in local communities, particularly with regard to the concept of socio-educational animation and empowerment, and with the need to consider at least three potentials: the value of culture, the community resources and the idea of civil society.
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