The dissertation is devoted to research and development of methods of formation of professional competence of future specialists in the field of social work. The central issues are the creation of a new educational course, the improvement of the existing concept of professional competence definition, as well as the systematization and creation of evaluation criteria for these competences. The dissertation contains theoretical analysis, empirical diagnostics, as well as methods of statistical processing of data obtained from a sample of 545 students.
The scientific novelty of the obtained results lies in the fact that for the first time the author's definition of the concept of "professional competence of the future social worker" was proposed and an integrated model of the professional competence of a social worker was developed, which combines skills, knowledge and special skills to solve complex problems in the field of social work with the application of innovative methodology of scientific and scientific-pedagogical activity.
In order to improve the toolkit for evaluating future social workers, a criterion-level toolkit for evaluating the results of competence formation was proposed, covering intellectual, professional-technical, social-emotional, value-oriented, as well as additional aspects that contribute to efficiency in the social sphere; a step-by-step model of the formation of the professional competence of a social worker was developed and the blocks of the formation of the professional competence of future graduates of the specialty 231 Social work were selected.
The study proved that an effective system of pedagogical and psychological support can significantly contribute to the development of professional competence. To achieve this goal, the hypothesis is put forward that an effective system of pedagogical and psychological support can significantly contribute to the development of professional competence, which includes various interrelated components, such as: integral competence, general competence and special (professional, subject) competences. The key principles of individual competence training of social workers, which were determined based on the analysis of foreign experience, gained further development: 1) ethical standards, which are the basis for the entire educational process; 2) cultural competence and safety in professional practice; 3) practical education as a mutual partnership between the student, the host organization and the educational institution; 4) coordination between educational institutions and institutions of social care through a special commission uniting teachers, students and social workers; 5) constructive relations between the "field teacher" and the student - for effective learning.
The relevance of the research is due to social problems and the crisis that arose under the influence of globalization and the constantly changing political and economic environment. This creates new challenges for specialists in the field of social work. Professionals working at the intersection of personal relationships and social relationships are faced with the need for effective interaction at various levels. Professional competence in a social niche is an important indicator of both employee training and the ability to cope with new challenges. They not only ensure higher efficiency in the performance of professional duties, but also stimulate the development of values that positively affect each person and society in general. Playing a decisive role in the training of specialists, institutions of higher education become key participants in the implementation of the social and professional strategy of the state. Their task is not only in education, but also in the formation of competent, competitive social workers who are able to solve current problems of society. That is why the aspect of formation of professional competence of graduates of the specialty "Social work" is the subject of current scientific work...
