Particularities of coping-behavior as strategy action of personality

Анотація

Introduction. The relevance of the problem of future social teachers’ training the development of children social responsibility in boarding school is due to the reform of these institutions, reconstruction of teacher training at higher educational institutions, increasing the number of children who have a high level of personal anxiety, the micro-social medium that leads to their irresponsibility.
Purpose – taking into account the specific features of boarding schools and special aspects of social teachers’ training there were revealed the pedagogical conditions for future social workers’ training to promote children social responsibility in boarding schools. 
Methods. There were used a complex of research methods: analysis of educational literature and regulatory documents, ordering of requirements for future social teachers’ training, identification of contradictions of it training as for working in boarding schools.
Results. The main research results include the definition of future social teachers’ training to work in boarding schools. The comparison of the aggregate demands and contradictions that exist in the higher education system in this area, identifying of features of organizing the educational process
of social teachers’ training to work in boarding schools, contributed to the definition of pedagogical conditions of providing training for development of social responsibility of children in boarding schools.
Originality. Scientific novelty of the research results lies in identification and disclosure of the following pedagogical conditions of providing training of future social teachers to promote social responsibility of children in boarding schools: creation of a system of future social teachers’ training on the basis of European principles combined with socio-cultural features of national education;
ensure continuity of professional training for working in boarding schools as for the development of social responsibility of children; enriching the content, improving the forms and methods of training in the context of integration of social and educational efforts to stimulate micro-mechanisms of accountability of children in boarding schools.
Conclusion. The pedagogical conditions presented are oriented to the formation of a personality who is capable and motivated to systematically implement the acquired competence in the professional activity in boarding schools. Development of methods of intensifying the training of social teachers to promote social responsibility of children in a micro-environment of a family-type home is referred to as the proposals.