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Psychological Science and Education
2018. Vol. 23, no. 1, 106–116
https://doi.org/10.17759/pse.2018230109
ISSN: 1814-2052 / 2311-7273 (online)

Exploring Social and Pedagogical Competence in Social Services Specialists: Theoretical and Empirical Background

 
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Abstract

The paper presents results of a research on personality characteristics that shape the core of professionalism in social services specialists. The research was carried out within the paradigm of the systems approach. We discuss the structure and relationship between the components of social and pedagogical competence within the framework of Russian psychological concept of integral individuality. We emphasize that competency as a potential ability implies the specialist’s readiness for professional activity, and that the integration of several competencies in a multi-level system of his/her personality characteristics appears as the individual’s competence in professional activity. System interrelations between the components are regarded as outcomes of the specialist’s professional development. We describe the conceptual model of social and pedagogical competence and argue that one of the important factors in its development is the individual’s image of the future and the notion of time perspective as a feature of tolerance for uncertainty.

General Information

Keywords: social and pedagogical competence, model, modeling, professional success, integral individuality

Journal rubric: Educational Psychology

OpenAlex citations: 0

OpenAlex topics: Educational Methods and Teacher Development, Psychology of Development and Education, Education and Professional Development

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Number of citations: 0

Topics

Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 52821  |  Total number of citations: 78980

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Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77596  |  Total number of citations: 232137

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Education and Professional Development

This cluster of papers explores trends in higher education, focusing on digitalization, pedagogical innovation, professional development, educational technology, sustainability, entrepreneurship, student-centered learning, e-learning, and educational management.

Number of works: 15401  |  Total number of citations: 24548

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Article type: scientific article

DOI: https://doi.org/10.17759/pse.2018230109

Published

For citation: Seryakova, S.B., Levanova, E.A., Mudrik, A.V., Pushkareva, T.V., Baskakova, Y.A., Zvonova, E.V. (2018). Exploring Social and Pedagogical Competence in Social Services Specialists: Theoretical and Empirical Background. Psychological Science and Education, 23(1), 106–116. (In Russ.). https://doi.org/10.17759/pse.2018230109

© Seryakova S.B., Levanova E.A., Mudrik A.V., Pushkareva T.V., Baskakova Y.A., Zvonova E.V., 2018

License: CC BY-NC 4.0

References

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Information About the Authors

Svetlana B. Seryakova, Doctor of Education, Professor, Deputy Dean of Faculty of Pedagogics and Psychology for Educational and Methodical Work, Faculty of Pedagogics and Psychology, Department of Social Pedagogics and Psychology, Moscow State Pedagogical University, Moscow, Russian Federation, e-mail: umkped@mail.ru

Elena A. Levanova, Doctor of Education, Professor, Head of the Department of Social Pedagogics and Psychology, Faculty of Pedagogics and Psychology, Department of Social Pedagogics and Psychology, Moscow State Pedagogical University, Moscow, Russian Federation, e-mail: levanova.46@mail.ru

Anatolii V. Mudrik, Doctor of Education, Professor, faculty of pedagogics and psychology, department of social pedagogics and psychology, Moscow State Pedagogical University, Moscow, Russian Federation, e-mail: amudrik@yandex.ru

Tatyana V. Pushkareva, Doctor of Education, Associate Professor, Professor, Deputy Dean of Faculty of Pedagogics and Psychology for Scientific Work, Faculty of Pedagogics and Psychology, Department of Social Pedagogics and Psychology, Moscow State Pedagogical University, Moscow, Russian Federation, e-mail: pushkareva-tv@mail.ru

Yana A. Baskakova, Candidate of Science (Education), Associate Professor, Assistant Manager Department of Social Pedagogics and Psychology on Study, Faculty of Pedagogics and Psychology, Department of Social Pedagogics and Psychology, Moscow State Pedagogical University, Moscow, Russian Federation, e-mail: yana-mironenko@mail.ru

Elena V. Zvonova, Candidate of Science (Education), Associate Professor, Faculty of Pedagogics and Psychology, Department of Social Pedagogics and Psychology, Moscow State Pedagogical University, Moscow, Russian Federation, e-mail: zevreturn@yandex.ru

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