СОЦІАЛЬНО-ПЕДАГОГІЧНИЙ СУПРОВІД ЯК ПРОВІДНА УМОВА РОЗВИТКУ ПРОФЕСІЙНОЇ АДАПТИВНОСТІ СОЦІАЛЬНИХ ПЕДАГОГІВ У СИСТЕМІ ПІСЛЯДИПЛОМНОЇ ПЕДАГОГІЧНОЇ ОСВІТИ

The article describes the social-pedagogical support as a leading condition for the development of professional adaptability of social pedagogues, independent pedagogical tool, and a special kind of activity aimed not only at solving narrow adaptive tasks, but also developing personal potential of the listener. The purpose of the study is conditioned by the need to determine the components of the social-pedagogical support of social pedagogues in the system of postgraduate pedagogical education. The study used theoretical methods (analysis, systematization and comparison of scientific and theoretical material) for the synthesis of theoretical ideas on the issue and clarification of the conceptual-categorical apparatus of the study. In the framework of our research to the components of social-pedagogical support we included: a special course “Training of professional adaptability”; scientific-practical seminar “Professional adaptation and social identity of the teacher”; “Teacher’s workshop for social pedagogues”; the creative group, which activities organization was accompanied by individual and group consultations of students. It is concluded that for the effective implementation of social-pedagogical support of teachers in the system of postgraduate education it is necessary: adjustment of content (educational plans and programmes) of the professional development courses according to the peculiarities of professional activity and professional genesis of the specialists that involves the introduction of active and interactive forms and methods, training technologies, groups of professional assistance; creation of the reflective environment in the process of the course and inter-course training of the specialists, that requires their involvement in participation in the scientific-practical conferences, problem-based seminars, workshops, author workshops, which will contribute to the development of professionals; improvement of the technology of teachers certification, which should include not only an assessment of their professional knowledge and skills that are specified in the tariff-qualification characteristics, but also the assessment of their professional suitability (formation of professional-personal qualities and characteristics), providing successful professional development and self-development of the teacher.