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Department of social pedagogy: an effective model of successful practice in the field of child support

机译：社会教育部：儿童支持领域成功实践的有效模式

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摘要

Social pedagogy in the context of the practice-oriented approach has not yet received its full validation in the system of professional training of teachers in the field of protecting children’s rights. Why did it become necessary to develop a system of continuing education for teachers in children welfare? As practice shows, there has been an urgent need for teachers with knowledge and experience in the field of protecting the rights of children in the education system in the last decade, such as: a guardianship and custodianship specialist in the municipal education system; a secretary of the commission for minors’ affairs and the protection of their rights in the administration of municipalities, a social teacher for working with the family in a comprehensive school, an educator for orphans (an orphanage, a boarding school, a centre for helping children, a special school and others), an adoption specialist or a foster parent support specialist, a teacher for working with deviant and delinquent children by means of physical culture and sports in the system of secondary vocational education and others. It is vitally important nowadays to train a specialist who is able to think globally and act locally, that is, who is able to solve state problems at the local level and has the required professional competencies.
机译：在实践为导向的方面的社会教育学尚未在保护儿童权利领域的教师专业培训系统中尚未得到其全部验证。为什么要制定儿童福利教师的持续教育制度是必要的？随着练习表演，在过去十年中保护教育系统的儿童权利的知识和经验迫切需要，例如：市教育系统的监护和监护人专家;未成年人委员会委员会委员会，在市政当局行政部门，社会教师在全面的学校与家庭合作的社会教师，是孤儿的教育者（孤儿院，寄宿学校，一个帮助儿童，一所专业学校和其他人），通过中等职业教育和其他人的体育文化和体育，通过体育和体育工作，通过专家或寄养专家或寄养专家或寄养专家。现在是最重要的是培训能够在全球和当地行动的专家，即他们能够在地方一级解决国家问题并拥有所需的专业能力。

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