PROFESSIONAL READYNESS OF FUTURE SOCIAL EMPLOYEE FOR WORK IN ALTERNATIVE FORMS OFSTATE CARE FOR CHILDREN

Abstract

The article substantiates the urgency of the problem of forming the professional readiness of the future social worker to work in alternative forms of state custody of children. Different approaches of scientists to determine the nature and structure of professional readiness are analyzed. It is noted that the professional readiness of the future social worker to work in alternative forms of child custody is an important integrative quality and stable personal characteristics of the future specialist, which is manifested in his ability to carry out effective professional activities in alternative forms of child custody and is the result of his training. The specified type of activity in the institution of higher education. Analyzing the above classifications of structural components of readiness for professional activity, we consider it possible to identify four components (motivational, personal, cognitive and activity) of professional readiness of the future social worker to work in alternative forms of state custody of children. We believe that the organization of professional training of future social workers to work in alternative forms of state care for children will be effective if the student realizes the importance of knowledge, practical skills and abilities, as an integral part of their professional development; integration of the content of educational, scientific and practical training will be carried out; the application of various (standard and innovative forms and methods) of professional training will be provided; there will be a systematic monitoring of individual achievements of students in the process of their education in higher education institutions. The types are determined, the structure is clarified and the components, criteria and indicators of professional readiness of the future social worker to work in alternative forms of state custody of children are characterized.