CONDITIONS FOR DEVELOPMENT OF SOCIO-PROFESSIONAL COMPETENCE OF A SOCIAL ORPHANAGE TEACHER

The article covers the topical issues of development of qualified teaching staff as the factor influencing the quality of social rehabilitation of children without parental support living in social risk or hard circumstances, and prevention of child abandonment. The importance of this subject is caused by the necessity of theoretic understanding and methodological rationale of the essence of socio-professional competence of the teacher and the conditions for its development. The authors explain the substance of the notion “socio-professional competence of a social orphanage teacher” as the individual new formation developed in the result of integration of conscious systems of values and motives, personal qualities, the experience of social interaction, professional knowledge and skills, and ensuring variable solution of non-standard occupational situations and successful self-realization in teaching activities. The article presents the main components of the competence in question: value-motivational, psychological, social, functional. The notion “organization-educational environment” is determined taking into account the research tasks. The authors determine and prove the set of organization-educational conditions for development of socio-professional competence which consists of the following list: 1. Updating of methodological resources as the effective means for development of socio-professional competence of a teacher of specialized institution for children; 2. Activization of subjective status of a teacher through creation of the system of teaching activities quality assessment; 3. Motivation of the teacher activity on development of socio-professional competence through his/her participation in the process of self-check. The authors give the concept of such definition as “updating of methodological resources”. The authors note the advantages of methodological activity management directly in the institution. The article considers the possibility for teacher activity quality assessment. The authors defined the objectives of self-check of formedness of socio-professional competence of a teacher.