Педагогічна модель формування готовності майбутніх соціальних працівників до професійної діяльності у закладах соціального обслуговування людей похилого віку

Abstract

У статті здійснено аналіз результатів педагогічного експерименту щодо впровадження педагогічної моделі

формування готовності майбутніх соціальних працівників до професійної діяльності у закладах соціального обслу- говування людей похилого віку; визначено мотиваційний, когнітивний, операційний та особистісний компоненти

готовності; охарактеризовано критерії, показники та рівні сформованості готовності майбутніх соціальних працівників до професійної діяльності у закладах соціального обслуговування людей похилого віку.будущие социальные работники; социальное обслуживание; пожилые люди; компоненты готовности к профессиональной деятельности; педагогическая модель.The article analyzes the results of the pedagogical experiment aimed at implementation of the educational model of forming readiness of future social workers for the professional activity in the institutions of social services for senior

citizens. The pedagogical model provided the distinguishing of the following its components: conceptually-target, con- tent and technological, diagnostic and reflexive. The conceptually-target component serves as a scientific study of the

problem. The content and technological component displays the content, functions, forms of training, methods, tools,

stages of the educational process and pedagogical conditions of the formation of future social specialists for the profes- sional work in institutions of social services for the senior citizens. The reflexive and diagnostic component includes

structural components, criteria, indicators and levels of readiness of future social specialists for professional work in in- stitutions of social services for seniors. The result of introducing the pedagogical model is the readiness of future ex- perts of social work for their professional work in institutions of social services for senior citizens, the structure of

which is determined by isolating motivational, cognitive, operational and personal components. The criteria of forming these components are axiological, cognitive, activity and reflexive one, each of which has optimal, adequate and critical levels. The axiological criterion determines student’s stable motivation for professional activity in institutions of social services for seniors. The cognitive criterion defines students’ professional knowledge required for the social work with

senior citizens. The activity criterion determines necessary professional skills of students. The reflective criterion de- termines the level of students’ personal and professional qualities. Methods of evaluating criteria of formation of future

social workers’ structural components of readiness for their professional activity at the institutions of social services for senior citizens included special diagnostic tools. The pedagogical experiment results show significant positive changes in future social workers’ readiness for the professional activity in the experimental group compared with the control group of students. Particularly the number of students, ready for their future social professional activities in institutions of social services for senior citizens, increased by 11,81% in the experimental group, while the control group included only 6,08% of such students.