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Supervision Support of Practical Training of Social Work Specialists: Polish Experience
Abstract
The article deals with the specifics of supervisory support for practical training of social workers in Poland. The international relevance of the research lies in the need to study the experience of implementing such support in the countries with relatively young democracies (post-Soviet republics). This experience can be useful for developing countries which strive to create their models of social supervision using the leading European experience. The article proves that supervisors, individually creating their professional roles in social care centers and non-governmental organizations, create the basis for a new professional environment - the environment of social work managers in Poland. According to the results of the research, the tendencies of supervisory support of the departments of social work on the practical training of social workers in Poland are traced: compliance with the pan-European orientation to the early special training of all social specialists; bilateral connection between the development of the scientific school of social work and the system of professional training; training of a social worker in church educational institutions; decentralization of vocational training management; rapid response of the system to changes in the social nature, the demands of the regional labor market. The article reveals the disadvantages of the Polish model of supervisory support, which has not yet adjusted to the final Western European trends and is on the path to development.
... Research practise as a form of educational work is aimed at deepening and consolidating the theoretical and practical knowledge gained by future masters of educational and pedagogical sciences in the process of studying, acquiring and improving the skills and abilities to conduct research on education and science (Benera et al., 2021). It forms basic knowledge about preparation for writing a qualification paper, rules of working with different sources, peculiarities of borrowing and citing scientific and pedagogical works of scientists. ...
Modern conditions for the development of higher education and accordingly, changes in the role of the teacher in this process necessitate improving the system of training future teachers of higher education institutions and developing not only professional, intellectual, moral, social skills, but also encouraging them to self-development, self-education, self-improvement as a manifestation of a value-based attitude to the performance of professional duties, which prompted the study. The purpose of the article was to study and analyse the role of pedagogical practise in the formation of pedagogical values of future teachers of higher education institutions. The article used the methods of analysis of scientific and pedagogical literature, comparative analysis, systematisation and comparison of scientific approaches, provisions, and generalisation of research results. In the course of the study, theoretical approaches to the formation of pedagogical values were identified; a classification of pedagogical values was made, in particular: values related to the personal and motivational sphere of the teacher, values reflecting aspects of educational management; the importance of introducing new approaches (active learning, problem-based learning, cooperation, pedagogical partnership, differentiated learning) to the organisation of the educational process and the introduction of innovative technologies based on pedagogical values was emphasised. The practical significance of the work lies in the fact that the results can be utilised by higher education instructors in the process of professional training. This process lays the foundation for the professional activities of future educators who possess scientific and methodological teaching proficiency, practical skills, and abilities. It shapes the professional qualities of the future educator's personality directed at consolidating and implementing the acquired subject-specific, psychological-pedagogical, and methodological knowledge, skills, and abilities. On the other hand, it serves as a means for the creative development and self-improvement of the future instructor in higher education institutions. It can also be applied in writing qualification works, organising pedagogical practise in higher education, and the self-improvement process of educational professionals
The article emphasizes the dynamism of social processes in the world aimed at humanizing modern society. Social work in the third millennium became one of the priority topics in Europe and acquired the status of an independent field of science and research in terms of science and education. The possibility of extrapolation of innovative foreign technologies into the practice of social work in Ukraine was investigated. It was found that the process of implementation of innovative foreign technologies into the practice of social work in Ukraine has already begun and is ongoing. In the improvement of the domestic system of professional training of social workers, the authors of the article see an appeal to the experience of applying European innovative technologies and practices of social work, in particular in the Republic of Poland. The leading determinants of social technologies, which determine their specificity, are singled out: multidisciplinarity, hierarchy, multidirectionality, flexibility, standardization. The need for effective and timely implementation of the integration of three groups of social support technologies in the conditions of the martial law in which Ukraine is today has been updated. The perspective of further scientific research is defined in the substantiation of the organizational and pedagogical conditions of their application in the process of informal and informal education.
У статті розкрито загальні тенденції та особливості соціальної роботи у Європі та світі. Зазначено, що в умовах війни та в післявоєнний період у практиці соціальної роботи в Україні з метою надання ефективної допомоги клієнтам та вирішення їхніх соціальних проблем доцільним є використання потенціалу апробованих інноваційних зарубіжних технологій. У процесі дослідження виявлено, що для підвищення професійних компетенцій соціальних працівників доцільно застосовувати найважливіші міжнародні теоретичні та практичні досягнення у галузі інноваційних концепцій та методів ведення соціальної роботи. Обґрунтовано доцільність застосування зарубіжних практик у поєднанні з вітчизняними технологіями соціальної роботи з метою соціальної євроінтеграції в умовах сучасних соціальних викликів. Окреслено специфіку застосування нових практик соціальної роботи у Республіці Польща та здійснено аналіз практичних здобутків упровадження практичної підготовки соціального працівника у вищій школі Польщі на рівні ліценціату та магістерських студій в умовах сьогодення, які конституюються на реалізації сучасних інноваційних технологій та практик соціальної роботи. За результатами компаративного аналізу результатів дослідження встановлено, що інноваційні практики соціальної роботи, побудовані на європейських засадах практичного навчання через досвід, під керівництвом досвідчених наставників і керівників мають тенденцію до активного впровадження у соціальній сфері в сучасних умовах України. Подальші дослідження доцільно спрямувати на розширення спектру застосування означених технологій на лінії підготовки майбутніх фахівців соціальної роботи в умовах неформальної та інформальної освіти.
The progressive mankind has realized that medicine has only relative possibilities in the elimination of the results of destructive processes in the human body and mind, whereas preventive measures, propaedeutics, physical education and sport and other forms which eliminate causes rather than effects are more effective. Experimental work aims to verify the effectiveness of pedagogical conditions, which assure the process of developing healthcare competency in future teachers. The research is based on a hypothesis that healthcare competency of future teachers can be successfully developed under the following pedagogical conditions: enhancing future teachers’ motivation; creating learning space; designing the content of training based on interdisciplinarity; accomplishing pedagogical tasks with healthcare content; organizing students’ extracurricular activities based on their diversification; implementing healthcare self-development during professional training. The first experimental group (EG 1) comprised 95 respondents, the second experimental group (ЕG 2) – 99 respondents, the third experimental group (ЕG 3) – 97 respondents; the first control group (CG 1) – 101 respondents, the second control group (CG 2) – 105 respondents. Results. The high level of healthcare competency formation in EG 1 (33,68%) exceeds similar figures in CG 1 (20,79%) by 12,89%. In EG 2, this difference in comparison with CG 2 amounts to 20,17%. In CG 1 and CG 2, there were many respondents at critical and low levels –46.53% and 53.33% respectively. In EG 1, EG 2 and EG 3, the number of respondents at critical and low levels ranged from 21.63 to 25.26%. Conclusions. Healthcare competency is successfully formed in the process of realizing the developed system and implementing the determined pedagogical conditions. Conclusions. Healthcare competency is successfully developed in the process of realizing the developed system and implementing the determined pedagogical conditions.
Comprehension and implementation of such experience will help to improve the foreign language education of future teachers of humanities in our country and will contribute to successful integration of Ukrainian national education into the world educational space. The purpose of the study is to systematize theoretical issues and generalize the experience of developing foreign language education for future teachers of humanities at pedagogical universities of Ukraine (mid-XX - early XXI century). An analysis of the original literature of the study period allowed us to identify the most effective methods of foreign language education in foreign countries: Grammar-Translation Method, which provides written work and focuses on the study of grammatical rules through translation of the original texts; Audio-Lingual Method, which enables the rapid training of foreign language specialists on the basis of the following provisions: language learning as habit-formation (language learning is); avoiding mistakes because they form bad habits (Mistakes are bad and should be avoided, as they make bad habits); mastering verbal communication and then writing (language skills are learned more effectively if they are presented verbally first, then in written form); when learning an analog language better than analysis (analogy is a better foundation for language learning than analysis); the meaning of words can only be learned in a linguistic-cultural context (the meanings of words can be learned only in a linguistic and cultural context); Cognitive-Code Methodologies (conscious-practical method, or theory of conscious mastery of code); its main provisions are: the verbal basis of learning the foreign language; language-based thinking formation.
Social work supervision is primarily based on the enhancement of practice and is focused on providing educational, supportive and administrative guidance to supervisees. Social development underpinnings, which form the basis for social welfare interventions in South Africa, are not reflected in social work supervision and practice. The researcher uses principles of a phenomenological study to understand how social work supervision models could be enhanced to incorporate elements of social development. Through thematic analysis, the author conceptualises a framework for social work supervision that is informed by a social development practice approach. The article ends with a conceptual model of social development supervision in social work.
Field education is a core component of the Australian entry-level professional social work qualification and has long been recognized globally as offering students significant personal and professional growth and learning. However, in Australia, as in other western countries, social work courses are under pressure to find sufficient placements for increasing numbers of social work students, many of whom bring their own complexities and learning needs. Field education programs have been responding by using a range of alternative supervision models to replace the traditional one-on-one approach but there has been little attention to their impact on the learning experiences for social work students. This paper firstly describes the major field education supervision models and their effectiveness in enhancing the student experience. It then considers the literature which discusses the various factors that contribute to quality learning in field education and developing students’ professional identity. Finally, this evidence base is used to draw implications for supervisors and social work field educators in ensuring that quality and professional standards are maintained in a changing organizational, economic and political context.
In this paper we propose to explore and analyze the social services offered to elderly in Home Care Centre. An important role is overseeing the proposal of the supervision process into the centre, for improving the quality of the services provided to beneficiaries. Attention will be placed also to a number of skills and qualities that a successful supervisor need to have. The main data from this research have been acquired by the application of qualitative research techniques such as: interview, focus group and “observer participant” tehnique. Also we will offer a series of recommendations for the supervisors that works along with social workers in providing quality services to elderly.
Explores the history of social work supervision and suggests a model based on the social work practice concepts of mediation and mutual aid. At different times, since the 1880s, supervisors have functioned as teachers, enablers, and as administrators. The supervision of social work practice has traditionally been defined as a distinct and separate entity from the practice of social work. This separation has created a false dichotomy between practice and supervision outside the conceptual framework of social work professional values, skills and knowledge. Application of the mediation-mutual aid practice model to the workplace allows the social work profession to look to its own framework for guidance and structure rather than to outside sources. Reconceptualizing supervision as social work practice and instituting the mediation-mutual aid model would move the profession toward that goal. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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