A.V. Vishnevskaya,

al-Farabi Kazakh National University, Kazakhstan, Almaty

E-mail: spskaznu@mail.ru

Methods of teaching of professional-ethical foundations of social work in higher educational institutions

Discipline is Professional-ethical foundations of social work» is included in the training of students of specialty «Social pedagogy and self-cognition» in Al-Farabi Kazakh National University.

The tasks of discipline are the following:

• studying the place, role, essentially, the typology of professionally significant values in social work;

• the ethical basis of social work;

• main stages of formation and development of axiological bases of social work;

• features of ethical values, regulation of activities and relationships in the system of social work;

• code of ethics of social work;

• ethical issues in social work and its individual species;

• professional ethical requirements professiogram social worker.

In teaching the discipline «Professional and ethical foundations of social work» applies competence approach to the monitoring and evaluation of training results. At the end of the study course «Professional and ethical foundations of social work, the student should possess the following competencies:

• possess knowledge in the field of ethical and axiological and ethical foundations of social work, to know their basic elements and the relationships between them;

• be able to apply the system of ethical and axiological approach to the analysis of essence and content, forms and methods of social work and its separate types and also relevant social reality;

• know the basic stages of formation and development of professional-ethical foundations of social work, their features, be able to identify, validate and analyze trends in the development of values and ethical foundations of social work;

• to master the skills of ethical and axiological analysis of processes, events, situations, attitudes, actions, documents, etc.;

• know the basic components of the hierarchy of professional values of social work, its determinants;

• know the meaning and content of the professional duty of a social worker,
• know the main provisions the professional ethics code, to be able to interpret them in a specific situation;

• be able to identify areas of value and ethical contradictions and conflicts in social work, to master the skills of their resolution;

• to master the skills of values and ethical self-assessment and self-management, self-education and self-improvement.

Competence approach is one of the effective approaches to the assessment of student learning outcomes. After all, in today's system of education the student is confronted with a vast array of information, it is overwhelmed with information. There are various sources of information. Therefore, a professional or a specialist we cannot call that person who is merely memorize obtained in the University knowledge, and who knows where to find the answer to any question arising, whether at school or professional activity. In other words, he knows methodology of formation of the request. That is, this implies not just a theoretical knowledge, but the ability to solve any practical problems that will arise in the future graduate, when he will start to perform professional activity. The situation today Kazakhstan education is largely similar to what was described in the work of the French philosopher Leotard «the postmodern Condition».

He predicted that the development of information networks will create such a number of libraries and archives (not in the classic sense, where it is stored in hard copy) that keep track of the latest new books in any field of science becomes difficult. «...because we must teach the students something: not content even while using the terminal, i.e., on the one hand, new languages, and for another, more subtle treatment of such a language game as asking: where to address the question of how to articulate it, in order to avoid ridicule, etc.» [1, p.123]. Internet library, rating system of citation (Scopus, Thomson Reuters) no longer something out of science fiction but a reality for Kazakhstani students and teachers, and scientists. Even with the condition that the student will hack all disciplines, already in a year or two will see the new information in its field of activity. «In the game with incomplete information are the benefits of one who knows or can obtain additional information. This is, by definition, the situation of the student in the learning process» [1].

Also, in order to fully describe their vision of this problem, I think, we should turn to the analysis of the concept of «competence» in pedagogy and psychology, as taught discipline «Professional and ethical foundations of social work» is highly practical socio-pedagogical work. According to A. M. Arons competence is this «willingness» specialist to engage in the certain activity [2]. Directly in the education of the student competence acts as a certain connection of two types of activity, namely: this is educational and the future is practical. According to A. Kuzmina, A.K. Mynbayeva and Z.M.Sadvakasova competence is this ownership ZUN, accumulation of experience of creative activity, of the emotional-volitional relations, integrated with the initial experience of professional activity, as well as the appearance of the wisdom of personality, ability to use acquired ZUN in standard and non-standard situations with good efficiency. Remember the adage that wisdom comes with experience [3, 20-21].

After studying this discipline a student, we can estimate the degree of development of the competence of students, we have the opportunity to develop the acquired competence to a higher level using the disciplines that will be studied later (in the following courses of study).

On discipline «Professional and ethical foundations of social work» actively applied oral, written, practical methods of monitoring and evaluation of training results, and apply psychological self-control of the progress of mental processes personality called introspection. Among oral control methods applied communications, which students prepare independently or together with the teacher (i.e. it is the area closest and actual development of the student). In the course of the study subjects, the following are written inspection methods: essay writing, drawing up schemes and tables, and prepare a list and brief descriptions of the normative-legal documents regulating professional and ethical foundations of social work, the Colloquium. Special attention in the discipline of «Professional and ethical foundations of social work» is paid to practical training. This is because of the socio-educational activity is aimed at the work in the system «man-man» and requires the availability of certain practical ZUN. Students receive a list of problem tasks, where they are asked to solve a professional issue, not breaking the ethical code of a social pedagogue. When solving these tasks students are often faced with the moral and ethical dilemmas, survived the situation is difficult moral choice, become mentally strong, morally prepared and professionally savvy. This approach to the methods of control of learning outcomes a «grinding» a model of the student conduct-a future professional in typical situations, to eliminate common errors that occur most beginners, professional, and creative CDS and SRSP develop creative approach to the decision of professional problems, and develop creative (unconventional) thinking, imagination and creativity of the student.
Conducting seminars using psychological exercises and techniques allows students to learn about themselves, their positive and negative sides, to develop their personal and professional I work with professional expectations, fears, stereotypes, etc. Thus, «we ideally can get student, who developed and the left and right hemisphere, ready to work in all situations, stress resistant, able and willing to work and develop.

While studying the discipline «Professional and ethical foundations of social work» monitoring learning outcomes passes through the following stages: preliminary, current, final.
When students first to begin the study of a discipline, they fill in a special form in which to describe their views and expectations from the course. Students may also propose amendments to the discipline as a discipline is elective and developed recently. Weekly lecturer accepts students CDS and SRSP, assistant Professor hear the answers of the students at the Seminary (practical classes), conducts training exercises and techniques. With the weekly evaluation and control of learning outcomes is effective feedback option. Feedback is a key moment in the teaching of socio-pedagogical disciplines. It is held every lecture and seminar, allowing you to receive current information about the progress of the learning process each student. I.e. if a gap in knowledge of the students, it will be promptly removed. If such procedure is not made on time, the return process in the initial stage it will be very problematic.

On week 7 students take the first boundary control in the form of the Colloquium and receive from 1 to 100 points. Boundary control allows to estimate the degree of assimilation of the students passed the theoretical material and on the basis of mastering a smooth transition to the second practical module. In week 15 of students pass the Colloquium (RK2) on the covered topics and start preparing for the exam. Passing 2 midterm control, students show how well they have learned the theoretical and practical block discipline. After training, you can judge the degree of assimilation of the ZUN, the development of students ' competencies. The exam is a final stage of the monitoring and evaluation of student learning outcomes.

While studying the discipline «Professional and ethical foundations of social work» applies personality-oriented model of training and supervision of the training results. I.e. in the center of the model is the student's personality, which is becoming the goal, by subject, by the criterion of the efficiency of the overall learning process. Disclosure and implementation of each individual student in the learning process, in the future professional work, life becomes the dominant position of the entire theory of the training of professional and ethical foundations of social work. Plus student-centered learning model and control, which is applied in the study of discipline is the prevalence of subject-subject relations. The instructor and student are in the process of teaching equal partners and participants of pedagogical process. The object of activity of the teacher and the student becomes a holistic educational process. It is also important that the personality-oriented education model and control is required from the student's knowledge of the process of development and self-development. And ZUN, on self-knowledge and self-development, knowledge of other people for social pedagogues are dominant.

Personality-oriented education and control is based on reflection. Apply pedagogical, psychological, critical and other forms of reflection. Reflection is capable of evaluating and monitoring the personality itself, because it is a call to his past experience that allows you to understand yourself as a person and a professional. Azam reflection of the students study at the 1st course. On the 4th course, when students study the discipline «Professional and ethical foundations of social work», they are already professionally conduct a process of reflection, introspection, self-knowledge, self-development, self-improvement.
Argument for the use of student-centered learning model and control is the humanist basis of the applied model. Any representative of pedagogical and psychological profession associated with working with people should be a humanist and follow the principles of humanism. If humanism is «permeate» the whole process of training and supervision of students ' learning outcomes, to instill universal values, moral and ethical principles can be faster and more efficient. And last (but not in order of importance) is the fact that during the personal-oriented education and control, we are able to synthesize intelligence, affective (emotional-volitional sphere and students ' actions.
Thus, we are not centered only on the development of cognitive sphere of student's personality, but also develop it through the emotional-volitional sphere (i.e. emotional intelligence, emotional responses to events, will) and activity sphere (motives, actions and desires). Applying such a system, we approach the development of the student as a personality harmonious, competitive and mobile.

Certainly, from a properly set-up of monitoring and evaluation of training results, largely depends on the effectiveness of the training process and accordingly assimilation ZUN students. Therefore, the system requires constant improvement to meet the actual needs of the society and education.
The demand discipline «Professional and ethical foundations of social work» due to the fact that in the course of its research is the formation of the students ' holistic, system views about values-ethical foundations of social work and professional morals specialists of social work, as well as forming the Foundation of values and ethical thinking specialist of social work.

The list of used sources:

1. The Lyotard J.-F. the Condition of postmodernity/Translated from FR. N. Shmatko who M.: Institute of experimental sociology, SPb.: Aleteja, 1998. the 160 p. (series «Gallicinium»)

2. Bermus A., problems and prospects of implementation of a competence approach in education // Eidos : Internet magazine. 2005. 10 Sept. URL: http://www.eidos.ru/journal/2005/0910-12.htm

3. Mynbaeva A.K., Sadvakasova Z.M. Innovative teaching methods or As interesting teach: a Training manual. - Almaty, 2007. - 284 p.