The dissertation is devoted to the problem of enhancing social mobility of the teachers of preschool educational institutions in the process of vocational training.
The analysis of psychological and pedagogical, philosophical and sociological researches on the problem of formation of social mobility in domestic and foreign sources has been analyzed. The essence of the basic concepts of the research («mobility», «social mobility», «academic mobility», «sociocultural mobility», «professional mobility», «professional competence», «social-professional mobility», «socialization»), which are classified into two subgroups, is systematized and specified. The first subgroup includes the general concepts of social mobility: mobility; intellectual mobility; academic mobility; sociocultural mobility; socialization; the stages of the emergence and development of the definition of «social mobility» are defined. The second group includes general concepts of professional’s mobility: social and professional mobility; professional competence; professional mobility.
The author's definition of the concept «social mobility of the teacher of a preschool educational institution» is offered − a component of professional competence, characterized by an appropriate level of readiness for social and pedagogical interaction, which is formed in the process of vocational training and is implemented in a phased manner with all types of mobility during the movement of a specialist in the society, as well as their change in social status and roles. The components of enhancing social mobility of preschool teachers in the training process are identified: motivational, cognitive, communicative and socio-professional criteria.
Four stages of the formation and development of social mobility have been identified and characterized. The peculiarities of the formation of social mobility of preschool teachers in the process of vocational training are singled out: a competent approach aimed at creating social mobility of a specialist in preschool education; development and introduction of modern standards of pedagogical education (improvement of its quality, achievement of new educational results); social mobility of future educators as a leading component of the pedagogical education standard; learning is a special type of educational process that promotes the formation of professional orientation, moral stability, creativity and readiness to continue education, the necessary content characteristics of social mobility.
The pedagogical conditions for the formation of social mobility of preschool institutions in the process of vocational training were substantiated and experimentally verified: updating the content of vocational training; selection of optimal forms and methods of vocational training; development of the latest educational and methodological support. An author's model of formation of social mobility of preschool institutions was developed and experimentally tested. The constructed model contains three blocks: theoretical-methodological, content-procedural, productive ones.
The methodological guidelines for the formation of professional competencies and the development of social mobility of future educators in the process of their professional training at a higher educational institution were developed and implemented in the educational process. The following issues were defined and featured: criteria for the formation of social mobility of preschool teachers (reproductive and motivational ones); cognitive; communicative-role criteria, professional activity and level of their formation that can be initial, sufficient, high.
Selection and modification of methods for conducting a pedagogical experiment have been carried out. Relevant methods are proposed for checking the effectiveness of each component's formation: the motivational component is a reproductive and motivational criterion (a method for determining the level of formation of motivation for achieving the goal, that is, T. Ehlers’ method); cognitive component is a cognitive criterion (methodology for studying teacher's pedagogical abilities at V. Hadadunsky's lesson); communicative component is a communicative-role criterion («The level of development of the culture of pedagogical communication» by V. Hrechnyev; the method of determining the typical ways of responding to a person in a conflict situation and identifying the degree of inclination to rivalry, compromise, avoidance or adaptation to a conflict); socio-professional component is a professional-activity criterion (methodology «Leadership Effectiveness», a map of diagnostics of the level of pedagogical culture among graduate students by T. Bilousova and E. Bondarevskaya techniques).
The experimental research work was organized and conducted according to certain stages. The analysis of the results of the pedagogical experiment showed a significant increase in the levels of the formation of social mobility’s components. T
