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Pedagogical conditions for professional self-realization of a social worker

Annotation

The problems of professional self-realization of social workers are not sufficiently studied in modern pedagogical discourse. In the context of the stated problem, the focus of scientific analysis is aimed at identifying possible conditions for professional self-realization of social workers. In addition, specifying the necessary conditions, researchers focus on the fact that in the scientific literature they are designated as certain circumstances that contribute to the formation or development of a phenomenon or process. Our study provides a concise compilation of the results of theoretical and applied research and demonstrates the need not only to involve social workers in effective professional activity, but also to create scientifically sound conditions for their professional self-realization, which allowed us to focus on factors determining these conditions and methodological components, allowing to implement the identified conditions. In order to objectify the results of a theoretical study, the method of expert evaluation was applied to the obtained data. The expert group consisted of lecturers of the Kuban State University and lecturers of the Adyghe State University in the amount of eighteen people.

Keywords

professional self-realization; social workers; pedagogical conditions

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DOI

10.20310/1810-0201-2020-25-185-125-129

UDC

37.013.42

Pages

125-129

References

1. Andreyev V.I. Dialektika vospitaniya i samovospitaniya tvorcheskoy lichnosti [Dialectics of Upbringing and Self-Education of a Creative Person]. Kazan, Kazan State University Publ., 1988, 238 p. (In Russian). 2. Nayn A.Y. O metodologicheskom apparate dissertatsionnykh issledovaniy [On the methodological apparatus of dissertation research]. Pedagogika [Pedagogy], 1995, no. 5, pp. 44-49. (In Russian). 3. Yakovleva N.M. Teoriya i praktika podgotovki budushchego uchitelya k tvorcheskomu resheniyu vospitatel’nykh zadach: dis. … d-ra ped. nauk [Theory and Practice of Training a Future Teacher for a Creative Solution to Educational Problems. Dr. ped. sci. diss.]. Chelyabinsk, 1992, 403 p. (In Russian). 4. Zvereva M.V. O ponyatii «didakticheskiye usloviya» [On the concept of “didactic conditions”]. Novyye issledovaniya v pedagogicheskikh naukakh [New Studies in the Pedagogical Sciences], 1987, no. 1, pp. 29-32. (In Russian). 5. Ippolitova N.V., Sterkhova N.S. Analiz ponyatiya «pedagogicheskiye usloviya»: sushchnost’, klassifikatsiya [Analysis of the notion “pedagogical conditions”: essence and classification]. General and Professional Education, 2012, no. 1, pp. 8-14. (In Russian). 6. Kupriyanov B.V., Dynina S.A. Sovremennyye podkhody k opredeleniyu sushchnosti kategorii «pedagogicheskiye usloviya» [Modern approaches to determining the essence of the category “pedagogical conditions”]. Vestnik Kostromskogo gosudarstvennogo universiteta imeni N.A. Nekrasova [Herald of Kostroma State University], 2001, no. 2, pp. 101-104. (In Russian). 7. Mosina O.A., Gonezhuk A.G. Sovremennyye tendentsii razvitiya gerontoobrazovaniya v Rossii [Current trends in the development of geronteducation in Russia]. Sovremennyye naukoyemkiye tekhnologii – Modern High Technologies, 2019, no. 3-2, pp. 284-288. (In Russian).

Received

2019-10-08

Section of issue

Questions of social pedagogy and social work

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