Características de la formación práctica de los estudiantes (futuros profesores sociales) en las universidades

Autores/as

  • Zoriana Gontar Department of Social Work, Management and Social Sciences, Lviv State University of Security Life activity, Lviv, Ukraine.
  • Liubov Say Department of Social Work, Administration and Pedagogy, Petro Mohyla Black Sea National University, Mykolaiv, Ukraine.
  • Mariia Pochynkova Department of Philological Disciplines of Educational and Research, Institute of Pedagogy and Psychology, State Institution «Luhansk Taras Shevchenko National University», Starobilsk, Ukraine.
  • Oksana Parfyonova Department of Foreign Languages, Kharkiv National University of Radio Electronics, Kharkiv, Ukraine.

DOI:

https://doi.org/10.20952/revtee.v15i34.17164

Palabras clave:

pedagogía, universidades, formación práctica, ámbito sociopedagógico, futuros docentes sociales, competencias profesionales

Resumen

El objetivo principal del artículo es estudiar las características y perspectivas de la formación práctica de los estudiantes (futuros profesores sociales) en las universidades. En la etapa actual, la educación pedagógica en cada país, manteniendo la experiencia nacional adquirida, se está reformando y está ingresando gradualmente al espacio educativo mundial. La formación de especialistas para el ámbito sociopedagógico en las universidades comenzó hace relativamente poco tiempo. En este sentido, y las especificidades del proceso de formación y desarrollo de la profesión, la formación práctica de los profesores sociales se centra en la formación de las habilidades profesionales necesarias, la formación de la motivación sostenible para la actividad profesional activa. En el proceso de crecimiento profesional y desarrollo de la competencia de un pedagogo social, la práctica sociopedagógica es inferior en su significado, quizás, solo directamente a la actividad práctica en sí. Este tipo de formación práctica, junto con los aspectos teóricos de la formación, proporciona al estudiante-aprendiz no solo habilidades prácticas, sino también consultas individuales a largo plazo, conversaciones con un mentor. Como resultado del estudio se identificaron los principales aspectos de la formación práctica de los estudiantes (futuros docentes sociales) en las universidades

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Zoriana Gontar, Department of Social Work, Management and Social Sciences, Lviv State University of Security Life activity, Lviv, Ukraine.

ORCID: https://orcid.org/0000-0003-1712-7457

Liubov Say, Department of Social Work, Administration and Pedagogy, Petro Mohyla Black Sea National University, Mykolaiv, Ukraine.

ORCID: https://orcid.org/0000-0002-7733-4506

Mariia Pochynkova, Department of Philological Disciplines of Educational and Research, Institute of Pedagogy and Psychology, State Institution «Luhansk Taras Shevchenko National University», Starobilsk, Ukraine.

ORCID: https://orcid.org/0000-0002-1383-7470

Oksana Parfyonova, Department of Foreign Languages, Kharkiv National University of Radio Electronics, Kharkiv, Ukraine.

ORCID: https://orcid.org/0000-0001-8297-6581

Citas

Asbari, M., Purwanto, A., & Santoso, P. B. (2019). Influence of Leadership, Motivation, Competence, Commitment and Culture on ISO 9001:2015 Performance in Packaging Industry. Scholars Journal of Economics, Business and Management, 6(12), 577– 582. https://doi.org/10.36347/sjebm.2019.v06i12.005

Bayley, R., Regan, V. (2004) Introduction: The acquisition of sociolinguistic competence. Jornal of Sociolinguistics, 2004, vol. 8, issue 3. Available at: https://doi.org/10.1111/j.1467- 9841.2004.00263.x

Bernarto, I., Bachtiar, D., Sudibjo, N., Suryawan, I. N., Purwanto, A., & Asbari, M. (2020). Effect of transformational leadership, perceived organizational support, job satisfaction toward life satisfaction: Evidences from indonesian teachers. International Journal of Advanced Science and Technology, 29(3), 5495–5503. http://sersc.org/journals/index.php/IJAST/article/v iew/6057

Druzhinina, A. (2012). Resources of educational environment in the formation of management culture of students as future social care workers. Tambov University “Vestnik” Humanities series, 6 (110), 100-107. Facchini, C., & Tonon Giraldo, S. (2012). The University Training of Social Workers. British Journal of Social Work, 43(4), 57-68.

Karpenko, A. (2007). The professional training of social care workers in the conditions of university education. Drohobych: Krug.

Kryshtanovych, M., Kotyk, T., Tiurina, T., Kovrei, D., & Dzhanda, H. (2020). Pedagogical and Psychological Aspects of the Implementation of Model of the Value Attitude to Health. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 11(2Sup1), 127-138. https://doi.org/10.18662/brain/11.2Sup1/99

Kryshtanovych, M., Kryshtanovych, S., Stechkevych, O., Ivanytska, O., & Huzii, I. (2020). Prospects for the Development of Inclusive Education using Scientific and Mentoring Methodsunder the Conditions of Post-Pandemic Society. Postmodern Openings, Vol.11. No.2, 73-88. https://doi.org/10.18662/po/11.2/160

Midgette, A. J., Ilten-Gee R., Powers, D. W., Murata A. & Nucci L. (2018). Using lesson study in teacher professional development for domain-based moral education. Journal of Moral Education, 47:4, 498-518.

Ochirov, G.. (2016). Formation of professional competence of the future teachers of initial classes by student teaching means. Historical and social-educational ideas. 8. 205-208. DOI: https://doi.org/10.17748/2075-9908-2016-8-1/2-205-208

Popovych, V., Ragimov, F., Kornienko, V., Ivanova, I., Buryk, Z.(2020) Development of social and communicative paradigm of public administration in the field of social networks. International Journal of Data and Network Science, , Vol. 4, Issue 3. Views 70. Pages 2- 10. Available at: https://doi:10.5267/j.ijdns

Shevchenko, Y., Moskalyova, L., Kanarova, O., & Poznanska, O. (2019). Development of a System for Improving Future Teachers’ Readiness for the Child’s Spiritual and Moral Development in a Cross-Cultural Space. Journal of History Culture and Art Research, 8(4), 251-261. http://dx.doi.org/10.7596/taksad.v8i4.2352

Sugimura, K., Crocetti, E., Hatano, K., Kaniušonytė, G., Hihara, S., & Žukauskienė, R. (2018). A cross-cultural perspective on the relationships between emotional separation, parental trust, and identity in adolescents. Journal of Youth and Adolescence, 47(4), 749–759.

Synorub, H., Medynska, O. (2019) Development of information culture of students of humanitarian specialities. Information Technologies and Learning Tools, Vol 72 (4), p. 152-167. Available at: https://doi.org/10.33407/itlt.v72i4.2922

Webber, M., Currin, L., Groves, N. & Fernando, N. (2010). Social Workers Can e-Learn: Evaluation of a Pilot Post-Qualifying e-Learning Course in Research Methods and Critical Appraisal Skills for Social Workers. Social Work Education, 29(1), 48-66.

Zhalagina, T. (2003). The results of the group work on overcoming signs of professional deformation of a university professor. Society and Power: The collection of scientific papers. Tver: ChuDo.

Descargas

Publicado

2022-03-31

Cómo citar

Gontar, Z., Say, L., Pochynkova, M., & Parfyonova, O. . (2022). Características de la formación práctica de los estudiantes (futuros profesores sociales) en las universidades. Revista Tempos E Espaços Em Educação, 15(34), e17164. https://doi.org/10.20952/revtee.v15i34.17164

Número

Vol. 15 Núm. 34 (2022): Publicação Contínua

Sección

Artigos

Licencia

Derechos de autor 2025 Revista Tempos e Espaços em Educação

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.

À Revista Tempos e Espaços em Educação ficam reservados os direitos autorais pertinentes a todos os artigos nela publicados. A Revista Tempos e Espaços em Educação utiliza a licença https://creativecommons.org/licenses/by/4.0/ (CC BY), que permite o compartilhamento do artigo com o reconhecimento da autoria.