UDC 378.091.212:364-43]:316.647. TECHNOLOGICAL COMPONENT OF THE PROFESSIONAL READINESS OF A SOCIAL EDUCATOR TO WORK WITH INTERNALLY DISPLACED PERSONS

DOI : https://doi.org/10.51706/2707-3076-2024-11-17

Abstract

The scientific review article attempts to outline the role and essence of the technological component of
the professional readiness of a social educator to work with internally displaced persons.
This component assumes that the specialist has the ability to effectively respond to the needs of IDPs;
to develop, adapt and implement technologies that meet the specific problems of this group of clients; to act
systematically, technologically and scientifically substantiated. The technological component is a practical plane
of professional training of future social educators, which allows combining their knowledge, skills, attitudes and
values in specific actions. The essence of the technological component of competence lies in the ability of a
social educator to understand, select, combine and adapt social work technologies to the needs of IDPs. It
includes: mastering the conceptual apparatus of social and pedagogical technologies and social work
technologies; knowledge of technology classifications (general, specific, innovative); ability to design, implement
and evaluate social work technologies; understanding the specifics of IDPs as clients: traumatic experience, the
need for adaptation, resocialization, integration into new communities; awareness of the need for an
interdisciplinary approach focused on individual and group forms of assistance.
Analysis of the state of the technological component of professional training of students who participated
in the research work allowed us to characterize it as contradictory. We include the following positive trends: (1)
most students show interest in the topic of IDPs, sometimes due to personal experience; (2) students
demonstrate general knowledge of traditional and innovative social work technologies; (3) applicants realize the
importance of combining theory with practice, and seek opportunities for practical application. Negative trends
include: (1) insufficient mastery of the conceptual apparatus, in particular, confusion between technologies and methods; (2) a noticeable gap between theory and practice: students know about technologies, but are not confident in their implementation; (3) a low level of development of information mobility: lack of skills in
preserving, structuring, and exchanging professional information; (4) unactualized potential of self-education:
most students do not practice systematic independent work with professional information.