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Psychological Science and Education
2018. Vol. 23, no. 1, 106–116
doi: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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S.B. Seryakova, E.A. Levanova, A.V. Mudrik, T.V. Pushkareva, Y.A. Baskakova, E.V. Zvonova

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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

Article type: scientific article

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

For citation: Seryakova S.B., Levanova E.A., Mudrik A.V., Pushkareva T.V., Baskakova Y.A., Zvonova E.V. Exploring Social and Pedagogical Competence in Social Services Specialists: Theoretical and Empirical Background. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2018. Vol. 23, no. 1, pp. 106–116. DOI: 10.17759/pse.2018230109. (In Russ., аbstr. in Engl.)

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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, Russia, 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, Russia, 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, Russia, 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, Russia, e-mail: pushkareva-tv@mail.ru

Yana A. Baskakova, PhD in 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, Russia, e-mail: yana-mironenko@mail.ru

Elena V. Zvonova, PhD in Education, Associate Professor, Faculty of Pedagogics and Psychology, Department of Social Pedagogics and Psychology, Moscow State Pedagogical University, Moscow, Russia, e-mail: zevreturn@yandex.ru

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