Cоціально-педагогічні умови формування гендерної компетентності батьків-вихователів дитячих будинків сімейного типу
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Дата
2019
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті обґрунтована актуальність формування гендерної компетентності батьків-вихователів ДБСТ. Авторкою визначено та розкрито соціально-педагогічні умови формування гендерної компетентності батьків-вихователів ДБСТ. Окреслено концептуальні положення щодо змісту процесу формування гендерної компетентності батьків-вихователів ДБСТ та виділено основні соціально-педагогічні умови її формування у процесі соціального супроводу. Для досягнення поставленої мети використано комплекс методів дослідження: теоретичних та емпіричних. Дослідниця обґрунтовує необхідність упровадження визначених соціально-педагогічних умов формування гендерної компетентності батьків-вихователів ДБСТ та характеризує відповідний зміст і провідні принципи їх реалізації.
The article substantiates relevance of gender competence formation of parentseducators from family-type orphanages. The author has defined, substantiated and disclosed socio-pedagogical conditions of gender competence formation of parents-educators from family-type orphanages in the process of social supervision: actualization of parentseducators from family-type orphanages motivation to gain key gender-related knowledge in the process of social supervision, enrichment of social supervision content of the parentseducators from family-type orphanages with gender component focusing on gaining experience of positive solving of educational problems of the gender context, use of modern interactive technologies in the gender competence formation of parents-educators from family-type orphanages in the process of social supervision. The author’s analysis of scientific theoretical research on the gender competence formation of parents-educators from family-type orphanages has allowed to identify conceptual positions regarding the content of the gender competence formation of parentseducators from family-type orphanages, which are taken as the basis for development of socio-pedagogical conditions of gender competence formation of parents-educators in the process of social support. The authors highlight the main pedagogical principles of gender competence formation of parents-educators from family-type orphanages: the principle of integration, the principle of phasing, the principle of differentiation, the principle of variability, the principle of acquired knowledge consolidation. In order to achieve this goal, a set of interrelated research methods was used: theoretical (analysis, synthesis, comparison, matching of different scientific views on the research problem, generalization) and empirical (observation, questionnaire). Implementation of the above mentioned socio-pedagogical conditions of the gender competence formation of parents-educators, according to the author, will ensure increased efficiency in the formation of motivational-valuable, personal, cognitive, active and reflective indicators of gender competence formation of parents-educators from family-type orphanages. The authors have found out that insufficient attention is paid in the scientific and pedagogical literature to the study of the phenomenon under research. To justify the sociopedagogical conditions of the gender competence formation of parents-educators from family-type orphanages, the researchers use a set of diagnostic methods. The experimental work covered 172 parents-educators from family-type orphanages that live in Sumy, Poltava and Chernihiv regions.
The article substantiates relevance of gender competence formation of parentseducators from family-type orphanages. The author has defined, substantiated and disclosed socio-pedagogical conditions of gender competence formation of parents-educators from family-type orphanages in the process of social supervision: actualization of parentseducators from family-type orphanages motivation to gain key gender-related knowledge in the process of social supervision, enrichment of social supervision content of the parentseducators from family-type orphanages with gender component focusing on gaining experience of positive solving of educational problems of the gender context, use of modern interactive technologies in the gender competence formation of parents-educators from family-type orphanages in the process of social supervision. The author’s analysis of scientific theoretical research on the gender competence formation of parents-educators from family-type orphanages has allowed to identify conceptual positions regarding the content of the gender competence formation of parentseducators from family-type orphanages, which are taken as the basis for development of socio-pedagogical conditions of gender competence formation of parents-educators in the process of social support. The authors highlight the main pedagogical principles of gender competence formation of parents-educators from family-type orphanages: the principle of integration, the principle of phasing, the principle of differentiation, the principle of variability, the principle of acquired knowledge consolidation. In order to achieve this goal, a set of interrelated research methods was used: theoretical (analysis, synthesis, comparison, matching of different scientific views on the research problem, generalization) and empirical (observation, questionnaire). Implementation of the above mentioned socio-pedagogical conditions of the gender competence formation of parents-educators, according to the author, will ensure increased efficiency in the formation of motivational-valuable, personal, cognitive, active and reflective indicators of gender competence formation of parents-educators from family-type orphanages. The authors have found out that insufficient attention is paid in the scientific and pedagogical literature to the study of the phenomenon under research. To justify the sociopedagogical conditions of the gender competence formation of parents-educators from family-type orphanages, the researchers use a set of diagnostic methods. The experimental work covered 172 parents-educators from family-type orphanages that live in Sumy, Poltava and Chernihiv regions.
Опис
Ключові слова
батьки-вихователі, гендерна компетентність, соціальний супровід, соціально-педагогічні умови, формування гендерної компетентності, parents-educators, gender competence, social support, social and pedagogical conditions, formation of gender competence
Бібліографічний опис
Шевченко, Т. Cоціально-педагогічні умови формування гендерної компетентності батьків-вихователів дитячих будинків сімейного типу [Текст] / Т. Шевченко, О. Полякова // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2019. – № 6 (90). – С. 307–325.