Критерії, показники та рівні сформованості готовності майбутніх соціальних працівників до професійного самовдосконалення
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Дата
2018
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Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті розкрито актуальність фахової підготовки майбутніх соціальних працівників до професійного самовдосконалення. Визначено й теоретично обґрунтовано основні критерії, конкретизовано показники та виділено рівні готовності майбутніх фахівців. Для визначення готовності майбутніх соціальних працівників до професійного самовдосконалення виділено мотиваційно-ціннісний, когнітивний, діяльнісний та особистісно-рефлексивний критерії. Кожен критерій включає сукупність якісних показників, що розкривають зміст і надають характеристику готовності майбутнього фахівця із соціальної роботи до професійного самовдосконалення. Схарактеризовано рівні готовності майбутніх соціальних працівників до професійного самовдосконалення (високий, достатній, середній, низький).
Of particular importance for Ukraine is a modernized institution of social work, aimed at promoting the personality in meeting his needs and realizing opportunities in all spheres of life for successful adaptation to the conditions and requirements of modern society. In this connection, attention is paid to professional training of specialists in social work. Modern priorities for the development of education require formation of students of professional competence during the period of study in higher education institutions. As a result of scientific research, the structural components of the readiness of future psychologists for professional self¬improvement (motivational-value, cognitive, activity, personality-reflexive) are theoretically substantiated, indicators are defined (formed motivation and professional-value orientations for professional self-improvement, possession of system of knowledge in relation to professional self¬improvement, development of professional thinking; ability to design own strategy of professional development and active professional position; patency of professionally significant personal qualities and professional self awareness purposes). Author determined the level of future social workers to professional self-improvement (high enough, medium, low). Thus, the defined criteria, indicators and levels of readiness of future social pedagogues for professional self-improvement do not exhaust the comprehensiveness of the professional preparedness of students for the specified type of activity, but allow evaluating it and outlining the effective ways of positive influence on the process of professional training of future social workers. Prospects for the study of this problem we consider in the definition of diagnostic tools for identifying the readiness of future social workers for professional self¬improvement according to the above mentioned criteria and indicators. The purpose of the article is to identify and characterize the criteria, indicators and levels of readiness of future social workers for professional self-improvement. As a result of scientific research, the structural components of the readiness of future psychologists for professional self-improvement (motivational-value, cognitive, activity, personality-reflexive) are theoretically substantiated, indicators, levels of readiness of future social workers for professional self-improvement (high, sufficient, average, low) are determined. The determined criteria, indicators and levels of readiness of future social workers for professional self-improvement do not exhaust the comprehensiveness of the professional preparedness of students for the specified type of activity. Prospects for the study of this problem we consider the definition of diagnostic tools for identifying the readiness of future social workers for professional self-improvement according to the above mentioned criteria and indicators.
Of particular importance for Ukraine is a modernized institution of social work, aimed at promoting the personality in meeting his needs and realizing opportunities in all spheres of life for successful adaptation to the conditions and requirements of modern society. In this connection, attention is paid to professional training of specialists in social work. Modern priorities for the development of education require formation of students of professional competence during the period of study in higher education institutions. As a result of scientific research, the structural components of the readiness of future psychologists for professional self¬improvement (motivational-value, cognitive, activity, personality-reflexive) are theoretically substantiated, indicators are defined (formed motivation and professional-value orientations for professional self-improvement, possession of system of knowledge in relation to professional self¬improvement, development of professional thinking; ability to design own strategy of professional development and active professional position; patency of professionally significant personal qualities and professional self awareness purposes). Author determined the level of future social workers to professional self-improvement (high enough, medium, low). Thus, the defined criteria, indicators and levels of readiness of future social pedagogues for professional self-improvement do not exhaust the comprehensiveness of the professional preparedness of students for the specified type of activity, but allow evaluating it and outlining the effective ways of positive influence on the process of professional training of future social workers. Prospects for the study of this problem we consider in the definition of diagnostic tools for identifying the readiness of future social workers for professional self¬improvement according to the above mentioned criteria and indicators. The purpose of the article is to identify and characterize the criteria, indicators and levels of readiness of future social workers for professional self-improvement. As a result of scientific research, the structural components of the readiness of future psychologists for professional self-improvement (motivational-value, cognitive, activity, personality-reflexive) are theoretically substantiated, indicators, levels of readiness of future social workers for professional self-improvement (high, sufficient, average, low) are determined. The determined criteria, indicators and levels of readiness of future social workers for professional self-improvement do not exhaust the comprehensiveness of the professional preparedness of students for the specified type of activity. Prospects for the study of this problem we consider the definition of diagnostic tools for identifying the readiness of future social workers for professional self-improvement according to the above mentioned criteria and indicators.
Опис
Ключові слова
готовність, компетентність, професійне самовдосконалення, майбутній соціальний працівник, критерії, показники та рівні готовності до професійного самовдосконалення, readiness, competence, professional self-improvement, future social worker, criteria, indicators and readiness levels for professional self-improvement
Бібліографічний опис
Моренко, О. Критерії, показники та рівні сформованості готовності майбутніх соціальних працівників до професійного самовдосконалення [Текст] / О. Моренко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний педагогічний університет імені А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ імені А. С. Макаренка, 2018. – № 10 (84). – С. 119–131.