Професійна підготовка соціальнихпедагогів до роботи з сім'єю у вищих навчальних закладах Німеччини

Abstract

Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.04 – теорія і методика професійної освіти. – Тернопільський національний педагогічний університет імені Володимира Гнатюка, Міністерство освіти і науки України. – Тернопіль, 2014. У дисертації досліджено теоретико-методичні засади професійної підготовки соціальних педагогів до роботи з сім’єю в німецьких вищих навчальних закладах. На основі аналізу наукових джерел охарактеризовано особливості надання соціально-педагогічних послуг сім’ї як важливої складової сімейної політики Німеччини. З’ясовано сутність, мету, завдання, принципи, основні види і форми соціально-педагогічної роботи з сім’єю в Німеччині. Висвітлено процес становлення і розвитку німецької соціально-педагогічної освіти в контексті надання допомоги сім’ї; проаналізовано зміст, організаційну структуру та особливості професійної підготовки соціальних педагогів до сімейно орієнтованої діяльності у різних типах вищих навчальних закладів на різних освітньо-кваліфікаційних рівнях; виокремлено провідні тенденції розвитку сімейно орієнтованої соціально-педагогічної освіти в Німеччині та розроблено рекомендації щодо запровадження прогресивних ідей німецького досвіду професійної підготовки соціальних педагогів до роботи з сім’єю у вищих навчальних закладах України.

Диссертация на соискание ученой степени кандидата педагогических наук по специальности 13.00.04 – теория и методика профессионального образования. – Тернопольский национальный педагогический университет имени Владимира Гнатюка, Министерство образования и науки Украины. – Тернополь, 2014. В диссертации исследованы теоретико-методические основы профессиональной подготовки социальных педагогов к работе с семьей в немецких высших учебных заведениях. На основе анализа научных источников охарактеризованы особенности предоставления социально-педагогических услуг семье как важной составляющей семейной политики Германии. Раскрыты сущность, цели, задачи, принципы; установлены основные виды и формы социально-педагогической работы с семьей в Германии. Освещен процесс становления и развития немецкого социально-педагогического образования в контексте оказания помощи семье; проанализированы содержание, организационная структура и особенности профессиональной подготовки социальных педагогов к семейноориентированной деятельности в различных типах высших учебных заведений на различных образовательно-квалификационных уровнях; выделены ведущие тенденции развития семейноориентированного социально-педагогического образования в Германии и разработаны рекомендации по внедрению прогрессивных идей немецкого опыта профессиональной подготовки социальных педагогов к работе с семьей в высших учебных заведениях Украины.

Thesis for a Candidate degree in pedagogical sciences, speciality 13.00.04 – Theory and Methodology of Professional Education. – Ternopil Volodymyr Hnatiuk National Pedagogical University, Ministry of Education and Science of Ukraine. – Ternopil, 2014. The thesis focuses on the theoretical and methodological foundations of professional training of social pedagogues for work with families in higher educational institutions of Germany. On the basis of the analysis of scientific sources there are characterized peculiarities of provision of social and pedagogical services for families as an important part of family policy in Germany. The subject matter, purpose and objectives of social and pedagogical work with families as well as principles, basic types and forms of provision of social and pedagogical services in German families are presented. According to the Eighth book of German Social Code, the following social and pedagogical services are considered to be the most family-oriented: promotion of upbringing in the family and assistance in the upbringing. These services are aimed at both parents and juveniles, who are in various life situations as well as they are intended for promotion of better family awareness of the responsibility for children upbringing. The study highlights the process of formation and development of German social and pedagogical education in the context of provision of assistance to families, analyzes the curriculum for training of social specialists in various historical periods. It is clarified that at the present stage the social and pedagogical assistance to children, youth and their families in Germany is provided by the representatives of different social professions. Among them pre-school teachers, social workers and social pedagogues get family-oriented social and pedagogical education in the system of higher schools. As the carried out research reveals, the professional training of specialists in social and pedagogical field in Germany is provided by 105 higher educational institutions, the most popular among which are the higher professional schools. Due to the structural reorganization of the German system of professional training of social experts for family oriented activities, 94% of all programs offered by universities are implemented in two educational levels: bachelor and master. On the basis of the analysis of regulatory and educational documentation, professional literature and practical experience it is discovered that professional training of social and preschool teachers, whose future sphere will be to work with children, young people and their families, has its peculiarities depending on the federal land and type of higher educational institution. The differences that are observed in the content and organizational structure of training are additionally caused by a considerable autonomy of higher educational institutions in Germany as well as the absence of national standards. Higher professional schools train social and pedagogical workers within the general discipline of “Social Work” or offer training programs for work in the preschool area. Most of them at the bachelor level pay considerable attention to training future specialists for the work with families that is carried out within specialized modules, which include “Social Work with Children, Youth, Families and the Elderly within a biographical perspective”, “Assistance to children, youth and their families”, “Areas of activity: education, family and social counseling” etc. Professional Academies train social pedagogues/social workers to work with families only at the bachelor level and even in the very name of their educational disciplines clearly indicate the further specialization. They are characterized by the following: a special application oriented learning process, ensuring the ongoing close relationship between coursework and practice in social institutions, which includes providing students with a wide range of basic competencies needed to work in various social and educational fields and creates conditions for successful professional development. At German universities and pedagogical high schools, where at the bachelor level there is a specialty "Social Pedagogy/Social Work", the educational process is mostly universal. It was found out in the study that the training of future social and educational professionals to work with families in different types of German higher educational institutions at the bachelor level has its specifics. Three types of master's programs are there in the higher education system in Germany. They are: consecutive and non-consecutive and post-professional master training programs; about 90% of accredited master's programs are consecutive. Post-professional master training programs most closely correspond to the concept of lifelong learning, which becomes at present in Germany more and more developed. Educational programs at the master’s level differ in their concepts, contents and structure which reflect in the duration of training, modes of study and the name of the qualifications that are assigned to graduates. Some are created by cooperative projects of several German higher educational institutions and other are introduced together by various organizations for social purposes or operate in the framework of international projects. According to the analysis of various types of regulatory and educational documentation of German higher educational institutions, six of them at the Master level are clearly oriented on training of social and pedagogical specialists to work with families. Introduction of family-oriented master disciplines to these institutions in 2010-2013 points to the awareness of the increasing role of family in the modern German society as an important resource for overcoming the problems and crises of its members and the need to train highly qualified specialists in order to provide social and pedagogical support for it. This paper highlights the leading tendencies in the development of family-oriented social and pedagogical education in Germany and formulates recommendations on the implementation of progressive ideas of German experience in training social pedagogues to work with families in the higher educational institutions of Ukraine.