Сучасний стан і перспективні засоби розвитку проєктної компетентності майбутніх бакалаврів соціальної роботи
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Дата
2019
Автори
Назва журналу
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Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Проаналізовано стан організації розвитку проєктної компетентності майбутніх бакалаврів соціальної роботи. Використано системний підхід, здійснено аналіз нормативних документів. Критеріями ефективності перспективних засобів розвитку проєктної компетентності визначено: факт реалізації студентами їх авторських проєктів; час роботи. Обґрунтовано доцільність інваріантних різнорівневих експрес-модулів. З точки зору першого критерію обґрунтовано набір засобів: наставництва; самоуправління діяльністю; спільної роботи малих студентських груп; дуальної освіти. Приведення засобів у відповідність до другого критерію є перспективою подальшого дослідження.
The article analyzes the current state of organization of project competence of future bachelors of social work and substantiates perspective means of this process. The methods of analysis of normative documents, systematic approach in professional training, experimental methods were used. It has been found out that in the studies devoted to professional training of social specialists, project competence often appears as a component of other competences. Thus, the practical importance of this research is emphasized. The article presents the results of the analysis (for project competence) of the “National Qualifications Framework”, the standards of higher education of the specialty 231 “Social work” for master’s and bachelor’s degrees, educational programs of specialty and work programs of disciplines of bachelor’s degree of specialty 231 “Social work”. It has been found out that project competence is present in all these documents among others. Educational programs do not always have separate subject disciplines, sometimes you may find specific topics in management courses or social work technologies. Most often, development of project competence is achieved through project-based teaching, learning, evaluation, and educational and industrial practice. The article substantiates advisability of developing multi-level express modules, invariant to the content of the disciplines of the curriculum, which can be used in different types of educational and extracurricular work. Developments should include content and means. Effectiveness criteria for development of promising means of project competence development are defined: the fact of students’ projects implementation; implementation time is 1-4 academic hours. From the point of view of the first criteria, the set of means is theoretically grounded and experimentally tested: social networks and messengers as a means of mentoring; students’ projects as a means of self-management activity; the means of organizing collaboration of small student groups; means of dual education. The field of further research is justification and experimental testing of means that will provide the second criteria of effectiveness.
The article analyzes the current state of organization of project competence of future bachelors of social work and substantiates perspective means of this process. The methods of analysis of normative documents, systematic approach in professional training, experimental methods were used. It has been found out that in the studies devoted to professional training of social specialists, project competence often appears as a component of other competences. Thus, the practical importance of this research is emphasized. The article presents the results of the analysis (for project competence) of the “National Qualifications Framework”, the standards of higher education of the specialty 231 “Social work” for master’s and bachelor’s degrees, educational programs of specialty and work programs of disciplines of bachelor’s degree of specialty 231 “Social work”. It has been found out that project competence is present in all these documents among others. Educational programs do not always have separate subject disciplines, sometimes you may find specific topics in management courses or social work technologies. Most often, development of project competence is achieved through project-based teaching, learning, evaluation, and educational and industrial practice. The article substantiates advisability of developing multi-level express modules, invariant to the content of the disciplines of the curriculum, which can be used in different types of educational and extracurricular work. Developments should include content and means. Effectiveness criteria for development of promising means of project competence development are defined: the fact of students’ projects implementation; implementation time is 1-4 academic hours. From the point of view of the first criteria, the set of means is theoretically grounded and experimentally tested: social networks and messengers as a means of mentoring; students’ projects as a means of self-management activity; the means of organizing collaboration of small student groups; means of dual education. The field of further research is justification and experimental testing of means that will provide the second criteria of effectiveness.
Опис
Ключові слова
проєктна компетентність, соціальна робота, стандарти вищої освіти, освітні програми, робочі програми, критерій ефективності, засоби, різнорівневий експрес-модуль, project competence, social work, standards of higher education, academic programs, work programs, effectiveness criteria, means, multi-level express modules
Бібліографічний опис
Купенко, О. Сучасний стан і перспективні засоби розвитку проєктної компетентності майбутніх бакалаврів соціальної роботи [Текст] / О. Купенко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2019. – № 9 (93). – С. 195–205. – DOI: 10.24139/2312-5993/2019.09/195-205.