CONTENT OF PROFESSIONAL TRAINING OF FUTURE SOCIAL WORKERS FOR PEDAGOGICAL INTERACTION IN THE PROCESS OF STUDYING PROFESSIONAL COURSES

Анотація

The aim of the article is to analyze the content of professional training of future social workers for pedagogical interaction in the process of studying professional courses. Research methods applied: analysis to study scientific sources on the research problem, comparison to explain the scientific positions of scientists, interpretation − to comment on scientific sources. The article considers the content of professional training of future social workers in the process of studying professional courses. The essence of the concept of «content of study» and «content of education» in domestic and foreign scientific schools is clarified. It is established that the main problems of designing the content of vocational training of future social workers are the lack of consistency of the content of vocational training with the practice of social work; the difficulty of taking into account in the content of professional training the specifics of the activities of various social institutions; lack of informal component in the content of professional training of future social workers; insufficient consideration in the content of preparation of positive foreign experience and its simple copying; low level of orientation of the content of training on modern interactive forms and methods of educational activity. The content analysis of working programs of academic courses included in the list of professional courses is carried out. In the course of content analysis, the criteria were used that allowed the division of all courses into three groups: directly related to the formation of students' readiness for pedagogical interaction; partially applicable; does not apply. The following criteria were chosen: the criterion of a common thesaurus; target criterion; functional criterion. The conclusion is made about the low level of target orientation of the content of professional training of social workers on the formation of students' readiness for pedagogical interaction, which in turn increases the need to find new technological ways of forming readiness in the study of professional courses.

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