Педагогічна технологія наставництва в процесі формування проєктної компетентності майбутніх бакалаврів соціальної роботи
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Дата
2020
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Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Представлено модель забезпечуючої педагогічної технології наставництва у формуванні проєктної компетентності майбутніх бакалаврів соціальної роботи. Використані методи – аналіз і синтез, педагогічне проєктування, дослідження в дії. Проаналізовано процеси академічного наставництва (допомоги студенту поєднати в собі ролі стратега й виконавця) та наставництва на робочому місці (передавання неявних знань про професія та робоче місце). Передбачаються залучення до наставництва старших студентів, студентська самоорганізація у проєктній діяльності. Підкреслюється, що робота з наставником створює для студента орієнтувальну основу професійної діяльності, адже часто майбутній соціальний працівник покликаний стати наставником клієнтів соціальної роботи.
The article presents a model of pedagogical mentoring technology. Technology is a component of integral project pedagogical technology of formation of project competence of future bachelors of social work. Analysis and synthesis, pedagogical design, research in action were used for its creation. The subjects of mentoring are the curators of academic student groups, supervisors of course work of students, mentors on the basis of practice, senior students in relation to junior. The process of academic mentoring and the process of mentoring in the workplace are analyzed. Mentoring technology is implemented during the 4-year bachelor's program. The technology provides: initial stage (intuitive and introductory stage; stage of propaedeutics of self-project activity); stage of development and separation (stage of orientation in target groups; stage of involvement in the implementation of public initiatives; stage of complication of project activities; research stage; stage of orientation in thesaurus and standards; stage of self-project activity; stage of systematization; constant corrective influences on project competence formation); stage of acquiring a new status (stage of obtaining a bachelor's degree in social work; stage of employment in the specialty). During the implementation of the stages, a number of student projects are envisaged. The role of the academic mentor is to help the student combine two roles - strategist and performer. The role of the mentor in the workplace is to pass on to the protege implicit knowledge about the profession and the workplace. Under the conditions of field education, preference is given to the option of Flash-mentoring in the workplace. Peer-to-Peer mentoring is envisaged. It is emphasized that successful work with a mentor creates for the student an indicative basis for future professional activity. After all, the future social worker is called to become a mentor for clients of social work. Prospects for increasing the capacity of the proposed technology of mentoring are seen in the development of field education, more active and systematic involvement of employers and mentors in the workplace in the process of professional training of students.
The article presents a model of pedagogical mentoring technology. Technology is a component of integral project pedagogical technology of formation of project competence of future bachelors of social work. Analysis and synthesis, pedagogical design, research in action were used for its creation. The subjects of mentoring are the curators of academic student groups, supervisors of course work of students, mentors on the basis of practice, senior students in relation to junior. The process of academic mentoring and the process of mentoring in the workplace are analyzed. Mentoring technology is implemented during the 4-year bachelor's program. The technology provides: initial stage (intuitive and introductory stage; stage of propaedeutics of self-project activity); stage of development and separation (stage of orientation in target groups; stage of involvement in the implementation of public initiatives; stage of complication of project activities; research stage; stage of orientation in thesaurus and standards; stage of self-project activity; stage of systematization; constant corrective influences on project competence formation); stage of acquiring a new status (stage of obtaining a bachelor's degree in social work; stage of employment in the specialty). During the implementation of the stages, a number of student projects are envisaged. The role of the academic mentor is to help the student combine two roles - strategist and performer. The role of the mentor in the workplace is to pass on to the protege implicit knowledge about the profession and the workplace. Under the conditions of field education, preference is given to the option of Flash-mentoring in the workplace. Peer-to-Peer mentoring is envisaged. It is emphasized that successful work with a mentor creates for the student an indicative basis for future professional activity. After all, the future social worker is called to become a mentor for clients of social work. Prospects for increasing the capacity of the proposed technology of mentoring are seen in the development of field education, more active and systematic involvement of employers and mentors in the workplace in the process of professional training of students.
Опис
Ключові слова
педагогічна технологія, проєктна компетентність, бакалавр соціальної роботи, академічне наставництво, наставництво на робочому місці, Flash-наставництво, Peer-to-Peer-наставництво, дуальна освіта, pedagogical technology, project competence, bachelor of social work, academic mentoring, on-the-job mentoring, Flash-mentoring, Peer-to-Peer-mentoring, field education
Бібліографічний опис
Купенко, О. Педагогічна технологія наставництва в процесі формування проєктної компетентності майбутніх бакалаврів соціальної роботи [Текст] / О. Купенко // 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. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2020. – № 3–4 (97/98). – С. 39–48. – DOI: 10.24139/2312-5993/2020.03-04/039-048.