PROFESSIONAL IMAGE FORMATION OF A FUTURE SOCIAL CARE TEACHER

Introduction. The reform and modernization of the Russian system of higher education, including the results of recent research in the field of modern educational and pedagogical technologies, consider the problem of forming a professional image of the future Social Care teacher. It is required to take into account the increased demands of society to the human, the need to develop a new style of social behavior, thus providing success and effectiveness of the forthcoming professional activity

The aims of the publication are to justify pedagogical conditions and to describe the author’s model for the formation of a professional image of the future Social Care teacher.

Methodology and research methods. The methodological basis of the present research is presented by: conceptual thesis of the theory of knowledge, philosophy and psychology about the subject nature of human activity; personality theories and theories of personality development in the course of training and education; basic principles of system-based, personality-activity, synergetic, acmeological, and culturological approaches; conceptual grounds of professional and pedagogical training of future social teacher; theoretical-methodological thesis of social pedagogics based on achievements of modern researchers related to the use of pedagogical technologies in teaching and educational process of the higher school; theories and techniques of educational technologies use.

Results and scientific novelty. The pedagogical conditions for the professional image formation training of future Social Care teachers were substantiated by empirical evidence. The developed model enables to create an image component of the chosen profession during the process of training. The efficiency of model implementation during the educational process of higher education institution is experimentally tested. The criteria, indicators and levels of the formation of the professional image of future Social Care teachers, corresponding with its constituent components (personal, competence, communicative, behavioral and visual), are highlighted. The concept “professional image of the future Social Care teacher” is clarified and concretized.

Practical significance. The research materials can be used to modernize the teaching and educational process at university to provide advanced study in speciality area "Psychological and Pedagogical Education"; advanced vocational training of specialists, as well as self-education of both students and graduate social educators.

1. Gluzman N. A. The problem of formation of professional image of future Social Care teacher in the process of training in higher education. Problemy i sovremennogo pedagogicheskogo obrazovaniya = Problems of Modern Pedagogical Education. 2016; 53–1: 74–79. (In Russ.)

2. Gluzman N. A. Vocational education in the innovation society. Gumanitarnyie nauki (g. Yalta) = Humanities (Yalta). 2016; 3 (35): 11–18. (In Russ.)

3. Banks S. Ethics and values in social work. 4th edition. Basingstoke: Palgrave Macmillan; 2012. 304 p.

4. Riabova Yu. Forming of future social workers professional culture in the university academic process. Science and Education a New Dimension. Pedagogy and Psychology. 2014; 19: 10–13.

5. Riabova Yu. Principles of social workers’ professional activity in the modern multicultural society. Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: The Way to Integration. 2014; 5: 366–371.

6. Wagenaar R. Competences and learning outcomes: a panacea for understanding the (new) role of Higher Education? Tuning Journal for Higher Education. 2014 May; 1 (2): 279–302.

7. Agaeva Yu. A. Criteria, indicators and levels of formation of corporate and professional culture of the future Social Care teacher. Vestnik Moskovskogo gosudarstvennogo pedagogicheskogo universiteta = Bulletin of Moscow State Pedagogical University. 2013; 1: 5–8. (In Russ.)

8. Barkunova O. V. Pedagogical practice as a means of formation of competence of Social Care pedagogues in training at the University. Vestnik Kostromskogo gosudarstvennogo universiteta imeni N. A. Nekrasova = Bulletin of Kostroma State University named after N. A. Nekrasov. 2009; 4: 254–257. (In Russ.)

9. Galkina L. A. Training of future Social Care teachers to work with gifted children in the system of secondary professional education. Izvestiya Volgogradskogo gosudarstvennogo pedagogicheskogo universiteta. Pedagogicheskie nauki = Proceedings of Volgograd State Pedagogical University. Pedagogical Science. 2013; 2 (77): 36–40. (In Russ.)

10. Dudkina M. V. The knowledge of students about General culture of a Social Care pedagogue. Sovremennyie problemyi nauki i obrazovaniya = Modern Problems of Science and Education [Internet]. 2014 [cited 2017 May 19]; 1. Available from: https://www.science-education.ru/ru/article/view?id=12145 (In Russ.)

11. Kuznetsova E. V. Formation of communicative competence of future social teacher. Sotsialnaya pedagogika v Rossii = Social Pedagogy in Russia. 2010; 2: 83–88. (In Russ.)

12. Kurilovich N. V. Essence, structure and content of the professional communication culture of future specialist of social work. Sotsialno-ekonomicheskie yavleniya i protsessyi = Socio-Economic Phenomena and Processes. 2010; 4 (020): 139–143. (In Russ.)

13. Prokopenko A. Yu. The temporal model of formation of competence of future social teachers. Sovremennyie problemyi nauki i obrazovaniya = Modern Problems of Science and Education [Internet]. 2013 [cited 2017 May 19]; 2. Available from: http://www.science-education.ru/ru/article/view?id=9124 (In Russ.)

14. Rachkovskaya N. A. The laws and principles of development of emotional culture of the future social teacher in the University. Vestnik Moskovskogo gosudarstvennogo oblastnogo universiteta. Seria Estestvennye nauki = Bulletin of Moscow Region State University. Series Natural Sciences [Internet]. 2012 [cited 2017 May 19]; 1. Available from: http://evestnik-mgou.ru/ru/Authors/View/251 (In Russ.)

15. Tretyakova T. V. Formation of tolerance of social teachers in the University on the basis of the ethnopedagogical approach. Vektor nauki Tolyattinskogo gosudarstvennogo universiteta = Vector of Science of Togliatti State University. 2012; 2 (9): 355–360. (In Russ.)

16. Romanov V. A. Training of graduates of pedagogical universities to implement the Federal State Educational Standard. European Social Science Journal. 2016; 2 (64): 346–352. (In Russ.)

17. Fiorilli C., Gabola P., Pepe A., Meylan N., Curchod-Ruedi D., Albanese O. & Doudin P. A. The effect of teachers’ emotional intensity and social support on burnout syndrome. A comparison between Italy and Switzerland. Revue Europeenne de Psychologie Appliquee. European Review of Applied Psychology. 2015; 65: 275–283. DOI: https://doi.org/10.1016/j.erap.2015.10.00

18. Emerson T. L. N., English L., McGoldrick K. M. Cooperative learning and personality types. International Review of Economics Education. 2016; 21: 2129. DOI: http://dx.doi.org/10.1080/00220485.2014.978923

19. Krapohl E. The high heritability of educational achievement reflects many genetically influenced traits, not just intelligence. Proceedings of the National Academy of Sciences. 2014; 111 (42): 15273–15278.

20. Kokkos A. The Challenges of Adult Education in the Modern World. Procedia – Social and Behavioral Sciences. 2015; 180: 19–24. DOI: http://dx.doi.org/10.1016/j.sbspro.2015.02.079

21. Nemeth B. Research and Development of Adult Education through Higher Education Institutions: A Challenge and Perspective for Better Adult Learning and Education. Procedia – Social and Behavioral Sciences. 2014; 142: 97–103. DOI: http://dx.doi.org/10.1016/j.sbspro.2014.07.594

22. Nagra V., Kaur M. Social Maturity among Student Teachers. International Journal of Education and Psychological Research (IJEPR). 2013; 2 (1): 10–16.

23. Kunter M., Klusmann U., Baumert J., Richter D., Voss T. & Hachfeld A. Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology. 2013; 105 (3): 805–820.