Social pedagogues are specialists representing the nurturant profession that requires high professionalism and is still in great demand. The modern society needs highly qualified social pedagogues to address the issues of younger generation’s socialization in today’s complex socio-economic and political context. Future social pedagogues improve their professional skills by mastering the profession through gaining the awareness of their professional level that motivates the career development. The excellence and necessary competences are incepted at the stage of professional education.
The authors of this article investigate the features of future social pedagogues’ professional formation in the training systems of Russian and Kazakhstan. Research methods are analysis, comparison, generalization, synthesis, historical and pedagogical reconstruction.
The article presents the results of a comparative analytical review of professional formation specifics in the national education systems of Russia and Kazakhstan. The comparison of professional formation specifics demonstrated the common problems of social pedagogues’ training determined by the shared historical past, the similarity of socio-economic factors in the development of the education systems. The identified differences imply the analysis of the ways to improve the training of future social pedagogues. The analysis shows that the professional success of social pedagogues is defined by focusing on social competences and social responsibility development as part of the training process. According to the authors, specialists’ training based on the methodological principles of axiological approach contributes to the formation of future social pedagogues’ conscious attitude both to their education and their professional development.
Author : Gulnara F. Biktagirova
The phenomenon of “victimization” in modern Russian and foreign studies
Victimization of children and adolescents, as well as other groups in society is an important issue
and complex issue that needs to be better understood so that measures can be put in place at every
level to prevent and correct these phenomena. This study was based on the bibliometric analysis
of relevant scientific literature in both Russian and foreign publications. The resulting qualitative
analysis indicated a variety of viewpoints on the concept of victimology, with different approaches,
theories of victimization, and concepts of specific aspects of prevention, minimization, correction,
and individual assistance. A large number of publications are devoted to the relationship of
victimization and other phenomena, especially in the school environment. Despite the diversity of
the scientific field, the study identified differences in the knowledge of this definition in the global
databases and an increasing number of publications dealing with this problem by both foreign and
Russian researchers. The phenomenon of “victimization” requires a further in-depth approach
to research of an interdisciplinary nature, as well as the development of conditions, models and
methods of de-victimization at various levels.