- Максимова, Н.Ю. (orcid.org/0000-0003-2110-9884) and Красілова, Ю.М. (2021) Distribution of competences of social teacher and practical psychologist Габітус, 28. pp. 131-135. ISSN 2663-5216
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Abstract
The article is devoted to the study of the issue of distribution of competences of a social teacher and a practical psychologist. It is shown that social pedagogues and practical psychologists of educational institutions are the main link in the structure of the psychological service of the education system in Ukraine. The ratio of functions of a social pedagogue and a practical psychologist in accordance with modern normative – legal provisions is considered. It is theoretically proven that the role of a social pedagogue and psychologist in secondary schools is still not clearly defined, and their functions are usually performed by one person. The reason for this is the shortcomings of the regulatory framework. The analysis of literary sources showed, that the activity of the social teacher and the practical psychologist has its own specific features, so their functions should not be duplicated. 96 specialists from 30 schools were selected for the empirical study: 15 prestigious, specialized and 15 ordinary. The methodology consisted of document analysis, questionnaires of practical psychologists, social educators and a structured interview with the school administration. The results of empirical study of specialists' understanding of contents, forms, methods, functions and competences of the practical psychologist and the social teacher are presented. For the most part, social teachers broaden their competence, taking over the tasks of the practical psychologist. Moreover, school adminis trations believe one person can be employed for these two positions. This is due to the fact that the contents of the normative documents, which were in force more than ten years ago, still remains active in the minds of educators. It is determined that social teachers try to define the contents, tasks, forms and methods of their activity by themselves. As an example they take the competences inherent to practical psychologists, because historically their functions have been defined earlier. This leads to the fact that social teacher just duplicates what the practical psychologists do. It is necessary to develop an activity model of a social teacher based on its specific functions and reflecting the directions of his/her coopera tion with other specialists is proved. This model should determine not only the specific compo nents, but also their relations, and reflect the interdisciplinary aspects of their activities.
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