Yertargynkyzy Dinara

Al-Farabi Kazakh National University 2^nd year PhD student

Mob. tel.: 87059053815, e-mail: zh0709@bk.ru

Adilkhan Dina

Al-Farabi Kazakh National University 3 rd year student

Importance of sociAL-pedagogical actions in forming specialists professional ideal

In mid 80-s of XX century socio-pedagogics were started being trained in purpouse with democratization and humanization educational system. In order to give versatile and multilevel education, and to develop it further with making higher qualification there was done model of sustainable development of education: classes to learn special professional knowledge and to derive it for future specialty, institutions for professional education, organizations of primary, secondary and higher education, postgraduates are working.

According to R.V. Ovcharova’s opinion, socio-pedagogical actions are systematic work for successful adaptation of teenagers and children to microsocio environment. Its object is child (child, teenager), and its subject is process of socio education of child [1]. L. Olifrenko confirms that socio- pedagogical action is every measure which aims to help socially to children [2]. L.Ya.Belyayeva and M.Ya. Belyayeva prove that not every person can be the object of socio-pedagogical actions, that is, not only in educational institutions, but also in social environment and social spaces some part of people can be object of it [2].

L.S.Nagavkina defines action of social pedagogue as two-side procedure: formation of child as subject of social life and procedure of formation environment of pedagogical unity. Additionally, it is important to say, that to create opportunity for realization of aforementioned is complex process [3].

M.A.Galaguzova defines importance of action of social pedagogue from the one hand as personality development, and on the other hand, on the base of pedagogical environment socio-cultural adaptation and because of self-realization nessecity person, group and environment relations harmony [4]. Problem in object of socio-pedagogical actions has internal and external aspects according to M.A. Galaguzova, socio-pedagogical actions have two components: direct work with children; socio-cultural adaptation of children and agent actions in external interrelations [1].

Social-pedagogical actions looklike pedagogical action, but have some features as well. Comparing socio-pedagogical actions with pedagogical actions M.A.Galaguzova says that, when school or family are not able to support children with needed actions, socio-pedagogical actions can educate, develop and up bring. It I also important to mention that in pedagogical process all measures are related to general education, while in socio-pedagogical process it is taken into consideration as every child is unique and need personal approach[4].

Hence, socio-pedagogical actions – field of pedagogical process, which aims to help children to socialize on their own, to create conditions for successfull self-realization and to study socio-cultural experience.

Training of future socio-pedagogues to professional actions is accepted as base of formation of professional ideal. Training for professional skills covers components as motivational (responsibility to do something); operational ( posses demanded skills, knowledge and methods); will (self-organization, management); assessment (assessment of self-preparation in solving professional objectives) [5]. And specialist’s professional ideal has many aspects context. In existential level it is complex of aims, principles and ideas, which describe world of value of personality; in cognitive level it is complex of socio and humanitarian values knowledge, which are important from the professional point of view; in subject-experience level complex of professional competences; in motivational level it is complex of professional interests, needs and motives; in emotional – will level it is complex of professionally important skills of personality.

Professional ideal is self-recognition (personal interests, adaptation, understanding of behavior and temperament), self-assessment (comparison of self-cognition result according to chosen profession) and self-development (form professional skills in order to deal with future profession successfully). In this case professional ideal services as the status of the profession. The person who has chosen own ideal, will show great interest to its profession. Therefore, information components of ideal will be extended, and knowledge will be completed too. Professional ideal and professional interest will be delivered always together.

Additionally, it is important to mention connection between professional interests and amateur one. As it has full impact on deepening of professional interests [6].

Scientists consider preparation of external and internal powers through personal constant skills. They consider as external powers exact situations to deal with some actions. As for internal powers – sychological features characteristic of a particular person. For preparation component it is considered moral, psychological and professional components.

There are scientific works on socio-pedagogical actions. V.Sh.Maslenikova defines professional training as personality possessions carrying out multi-level, integrated personality [7].

Thus, the above analysis of the research, training of personality to special actions can be based on clear actions as functional or personality level are defined. According to the content and component of training, professional preparation depends on external and internal factors, which are dynamic complex phenomenon. Training does not have definition as psychological and pedagogical concept. For example, V.A.Slastenin [8] considers training, in his main scientific works, system of general pedagogical competences, and in recent works he points out interconnected structural components: motivational value (personal) and performance (action), that is «a psychological condition». As for components of professional training: psychological (orientation, position); scientific-theoretical (system of professional knowledge); practical (general pedagogical system); psychophysiological (character, abilities); physical (health state) training and competence of working.

Kazakhstani scientists Nikitenkova L.V., Han N.N., Abenova Sh.N., Esenova M.I., Neustroeva N.A., Zhaksylykova N.E., Zhukenova K.A., N.D.Khmel and others studied teacher’s professional training according to total pedagogical process concept. L.V.Nikitenkova exploring readiness of future teachers for understanding pedagogical phenomenon, gives characteristics for teachers relating for it individual skills, professional and personal qualities.

N.N. Neustroyeva in her study covers future teachers participation in pedagogical process and formation of the organization of the business relationship among future teachers, also, she points out as a result of education and teaching in higher institutions. N.D.Khmel based on the theory of professional education, training, motivational, separating the content and operational components.

Hence, after studying scientific researches we came to conclusion that, social pedagogues professional training – social pedagogues professional-quality properties.

Specialists, whose professional ideals established,professional important values are fully connected to personality’s inner life, as for its professional and personal spaces are reconnected it is not possible to separate the personal and social qualities. Because of integration of spiritual and humanitarian, social and professional aspects the content of professional ideal can be extended, it is also feature of personal professional development. Consequently, future social pedagogue’s professional ideal is possession of professional and personal features in teachers and trained state to socio-pedagogical actions.

In higher institutions formation of professional ideal does not limit on educational process, but also unites power of its participants. Every participant knows aim in formation their professional ideal; they participate in socio-pedagogical action with their own interests. Professional cognition is formed in students educational process, but teachers in doing professional pedagogical actions can be satisfied by their students work. In this way, in higher institutions it is relevant to do socio-pedagogical actions together with students educational process, while formation of professional ideal comes together with it.

References:

1. Ovcharova R.V. Reference book of the social teacher. - M.: Sphere, 2002.

2. Belyayeva L.Ya.Social and cultural foundation of pedagogical activity: Abstract of doctoral dissertation. - Ekaterinburg, 1994.-45p.

3. Oliferenko L.Y. Training and retraining of personnel for social work in the field of Education // Social Work. - 1992. №6.-to 108-113p.

4. Dodonov B.I. Theoretical and methodological foundations of the spiritual and moral development in the heritage of Russian philosophers of the late XXI early twentieth centuries. - M., 1994.

5. Frolova S.L. The technology development model of the expert as a professional ideal way // Man and education. - 2009. - №3 (20). - Pp 113-118.

6. Frolova S.L. Technological aspects of professional self-perfection. // Secondary vocational education. - 2008.-№ 12. - P. 4-8.

7. Maslenikova V.S. Formation of professional readiness of students to the activity of the social teacher: Doctoral Dissertation - Kazan, 1996.

8. Slastenin V.A. Formation of the person of the teacher of the school in the process of training. -M .: Education, 1976.-160p.