Features of the organization of pedagogical support in the process of training social teachers at the university

Abstract

The article presents the results of a study of the specifics of pedagogical support in the process of implementing the training of social teachers in modern conditions. The changes that were introduced by quarantine restrictions gave a new impetus to the study of ways to organize interaction between teachers and students. The methodological approaches, considered by the authors orient the teaching staff of pedagogical universities to rely on the real needs of pedagogical reality. Pedagogical support for the training of future social educators is one of these needs. In vocational training, pedagogical support provides students with additional resources that future specialists can use, both in the learning process and at the stage of adaptation to professional activities. The creation of conditions for pedagogical support is possible with a conscious attitude to this of all subjects of the pedagogical process. The axiological approach in this study is proposed as a basis for the formation of the goals and content of the educational program for the training of social teachers. An empirical study with the use of survey methods allowed us to confirm the assumption of the high importance of pedagogical support in the training of future social teachers. On the basis of identifying the needs of students, it is possible to build a viable system of pedagogical support for the training of social teachers.