Model of psychological and pedagogical support of professional development of future specialists in the humanitarian profile

Introduction. The article is devoted to the problem of psychological and pedagogical support for the development of the of the social worker's professionalism. The main content components of the structure of professional-personal development encompass cognitive, motivational-value, socialperceptive, emotional-strong-willed and communicative spheres of human activity. Study methodology. Development of professional competence of the future social work specialist is a process of relentless inner struggle for spiritual improvement and realization of creative potential, achievement of integrity and aspiration to exit from the state of "thing-in-itself" towards the ascent to "self-better". Results of the study. The necessary prerequisite for creating conditions for the professional development of a social work specialist is the possibility of choosing ways of professional selfrealization in the zone of uncertainty and the necessary presence of certainty. The presence of these zones allows us to actualize the motivation to pursue the choice of ways of professional development of specialists. Actualization of motivation is more effective when interaction of subjects united by a common goal and common activity, in which various forms of cooperation develop the creative character of the individual manifests itself. Discussion. It is established that the main components of the psychological and pedagogical model of professional development of the future specialist in social work are: the study and development of the structure and components of professionalism on the basis of indicators of its development levels; taking into account psychological and pedagogical conditions and factors that ensure their productive development; formation of the need for self-realization, development of communicative abilities, creative and subjective potentials, training in self-regulation skills, self-improvement. The conclusion. The model creates prerequisites for effective implementation of the principle of continuity, as it characterizes the nature of the "current development zone" and focuses on the "zone of proximal development". © 2018

Model of psychological and pedagogical support of professional development of future specialists in the humanitarian profile

Introduction. The article is devoted to the problem of psychological and pedagogical support for the development of the of the social worker's professionalism. The main content components of the structure of professional-personal development encompass cognitive, motivational-value, socialperceptive, emotional-strong-willed and communicative spheres of human activity. Study methodology. Development of professional competence of the future social work specialist is a process of relentless inner struggle for spiritual improvement and realization of creative potential, achievement of integrity and aspiration to exit from the state of "thing-in-itself" towards the ascent to "self-better". Results of the study. The necessary prerequisite for creating conditions for the professional development of a social work specialist is the possibility of choosing ways of professional selfrealization in the zone of uncertainty and the necessary presence of certainty. The presence of these zones allows us to actualize the motivation to pursue the choice of ways of professional development of specialists. Actualization of motivation is more effective when interaction of subjects united by a common goal and common activity, in which various forms of cooperation develop the creative character of the individual manifests itself. Discussion. It is established that the main components of the psychological and pedagogical model of professional development of the future specialist in social work are: the study and development of the structure and components of professionalism on the basis of indicators of its development levels; taking into account psychological and pedagogical conditions and factors that ensure their productive development; formation of the need for self-realization, development of communicative abilities, creative and subjective potentials, training in self-regulation skills, self-improvement. The conclusion. The model creates prerequisites for effective implementation of the principle of continuity, as it characterizes the nature of the "current development zone" and focuses on the "zone of proximal development". © 2018