PROFESSIONAL TRAINING OF FUTURE SOCIAL WORKERS: FOREIGN EXPERIENCE
DOI:
https://doi.org/10.28925/1609-8595.2017(1-2)138144Keywords:
future social worker, higher education institution, inquiry-based learning, innovative learning approaches, learning process, problem-based learning, self-regulated learning.Abstract
The article is dedicated to theoretical analysis of innovative approaches to future social workers training at foreign universities. We found that the key elements of innovative approaches to teaching are the relationship between knowledge and skills that guarantees the efficiency of educational process. The forming in students-future social workers learning abilities and skills (e.g., critical and creative thinking skills) during their training in higher education are basic educational goals of the educational process.
The analysis of basic models of future social workers training in HEIs in Ukraine and abroad suggests different approaches to the construction of the training system. So, the system of professional training of future social workers in Ukraine is built on the so-called cascade methodology. Applying this principle makes changes in the classroom impossible. Foreign future social workers training systems are more inherent in the so-called agile methodology – that is the methodology of flexibility. Thanks to the agile methodology in the educational process the implementation of various innovative approaches to training of future social workers in universities is possible.
In the context of the research study it is analyzed the problems the peculiarities of using of inquiry-based, problem-based and self-regulated learning approaches to the educational process of the students of specialty "Social work" in universities abroad and highlighted the possibility of their using in the educational institutions of Ukraine. Inquiry-based learning approach is understood as a process of searching for the truth, information or knowledge, their understanding or awareness and possibility of their using in future careers.
The problem-based learning approach is a form of educational process that is oriented on the creation and deciding by students real problematic situations in the learning process. Self-regulated learning approach is an innovative approach that involves students in learning of new strategies, knowledge and motivation.
References
Доповідь NMC Горизонт: Вища освіта – 2016 [Електронний ресурс]. – Режим доступу : http:// aphd.ua/novi-tendentsi-i-prohnozy-rozvytku-osvitnikh-tekhnolohii-u-sviti-na-nastupni-piat-rokiv/.
Слозанська Г. І. Професійна підготовка соціальних працівників у вищих навчальних закладах Австралії. (PhD Thesis. Редакційно-видавничий відділ Тернопільського національного педагогічного університету), 2011. DOI: 10.13140/RG.2.1.1113.8328
Barrows H. Problem-based learning in medicine and beyond: a brief overview, in L. Wilkerson and W. H. Gijselaers (eds). New directions for teaching and learning, San Francisco, USA. Jossey-Bass Publishers. 1996. Nr.68. Pp 3–11.
Boekaerts M. Self-regulated learning: Where we are today. International Journal of Educational Research, 1999. Nr. 31. Pp 445–457.
Briggs S. Agile Based Learning: What Is It and How Can It Change Education? [Електронний ресурс]. – Режим доступу : http://www.opencolleges.edu.au/informed/ features/ agile-based-learning-what-is-it-and-how-can-it-change-education/
Dochy F., Segers M., Vanden Boossche P. and Gijbels D. Effects of problem-based learning: A meta-analysis. Learning and Instruction, 2003. Nr. 13 (5). Pp 533–568.
Edelson D., Gordin D., Nand Pea R. Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 1999. Nr. 8 (3/4). Pp 391–450.
Hudson J. P. Pathways between Eastern and Western education. Charlotte, NC, USA. Information Age Publishing Inc. 2009.
Hmelo-Silver C. E., Duncan R. Gand Chinn C. A. Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 2007. Nr. 42 (2). Pp 99–107.
Kim J. The effects of a constructivist teaching approach on student academic achievement, self-concept and learning strategies. Asian Pacific Education Review, 2005. Nr. 6 (1). Pp 7–19.
Kolodner J. L., Camp P. J., Crismond D., Fasse B., Gray J., Holbrook. J, Ryan M. Problem-based learning meets case-based reasoning in the middle-school science classroom: Putting learning by design (tm) into practice. Journal of the Learning Sciences, 2003. Nr. 12 (4). Pp 495–547.
Kostons D., Gogvan T., Paas F. Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. Learning and Instruction, 2012. Nr. 22. Pp 121–132.
Lin X. Designing metacognitive activities. Educational Technology Research and Development, 2001. Nr. 49 (2). Pp 23–40.
Marx R. W., Blumenfeld P. C., Krajcik J. S., Fishman B., Soloway E., Geier R., Tal R. T. Inquiry-based science in the middle grades: Assessment of learning in urban systemic reform. Journal of Research in Science Teaching, 2004. Nr. 41 (10). Pp 1063-1080.
Nicole D., Macfarlane-Dick D. Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 2006. Nr. 31 (2). Pp 199–218.
Polishchuk V., Slozanska H. Innovative Approach to the Organization of Future Social Workers’ Practical Training: Foreign Experience. Comparative Professional Pedagogy, 2014. Nr. 4(2). Pp. 27-32. DOI: 10.2478/ rpp-2014-0015
Schunk D. H., Ertmer P. A. Self-regulation and academic learning: Self-efficacy enhancing intervention, in Boekaerts M., Pintrich P., Zeidner M. (eds), Handbook of self-regulation. 2000. Pp–631-649. San Diego, USA. Academic Press.
Skelton M. Defining ‘international’ in an international curriculum, in Hayden M., Thompson J., Walker G. (eds), International Education in Practice: Dimensions for National & International Schools. Sterling, VA, USA. Stylus Publishing Inc. 2002.
Tang F., Shen J. Thoughts about Problem-based Learning and the Educational Reality of China. Comparative Education Review, 2005 (1).
Weber A. Problem Based Learning. Ein Handbuch für die Ausbildungauf der Sekundarstufe II und Tertiärstufe / A. Weber. – Bern, 2007. – 193 S.
Downloads
How to Cite
Issue
Section
License
Copyright (c) 2020 Anna Slozanska
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.
