У дисертації розкрито зміст понять «підготовка майбутніх соціальних педагогів до гармонізації гендерних взаємин» як процесу та «готовність майбутніх соціальних
педагогів до гармонізації гендерних взаємин» як результату; визначено сутність гармонізації гендерних взаємин у молодіжному середовищі та особливості їх
прояву. Здійснено аналіз теорії та практики запровадження гендерної складової у процес професійної підготовки майбутніх соціальних педагогів. Визначено компоненти, критерії, показники та виявлено рівні готовності майбутніх соціальних
педагогів до гармонізації гендерних взаємин у молодіжному середовищі. Доведено, що ефективними організаційно-педагогічними умовами підготовки
майбутніх соціальних педагогів до гармонізації гендерних взаємин у молодіжному середовищі є інтеграція гендерних знань у процес професійної підготовки; використання інноваційних інтерактивних технологій гендерної освіти в навчальній та позанавчальній роботі; залучення студентів до громадської та проектної діяльності в осередку гендерної освіти.
The thesis deals with theoretical generalization and practical solution of the scientific
problem of future social educators’ training to harmonization of gender relations among
young people, which consists in substantiating and experimental checking of the
organizational and pedagogical conditions for future social educators’ training to the
harmonization of gender relations in the youth environment.
The analysis of the theory and practice of introducing a gender component into the
process of future social educators’ training is carried out. The connection of gender
research with social and pedagogical theory and practice is established. It is proved that
the integration of the gender component into the process of professional training of future social educators is based on the principles of gender approach, the interrelation of gender and personality approaches is also emphasized. The training as a process and readiness as a result of future social educators’ training for the harmonization of gender relations among the young people has been identified. It is proved that it is gender education and
gender education, as components of the professional activity of a social teacher, that are effective mechanisms for harmonizing gender relations in the youth environment. It is confirmed that youth is the most favorable age period for building harmonious gender relations. The components are considered, they are transformed into the criteria (motivational-
value, informational-cognitive, organizational-activity), the corresponding indicators are
determined and the levels (professional-transformational, basic, conformist, conservative)
of the future social educators’ readiness for the harmonization of the gender relations
among young people, are revealed.
It is proved that effective organizational and pedagogical conditions for the training
of future social educators to the harmonization of gender relations among young people are: integration of gender knowledge into the process of professional training; use of innovative interactive technologies of gender-based learning; involvement of students in
public and project activities in the field of gender education.
Integration of gender knowledge into the process of professional training includes:
supplementing the subjects of general and professional training cycles with gender themes
(History of Ukraine, Philosophy, Social Pedagogy, Socialization of Personality, Principles
of Vocational-Oriented Education, Social Youth Policy , "Social Support of the Family",
etc.); introduction of a separate course "Principles of the Harmonization of Gender
Relations", the teaching of which had a number of organizational characteristics.
The use of interactive innovative technologies for gender-based learning: carrying out
the activities in the Open Space format "The role of social educators in the harmonization
of gender relations in society", the gender quest "Path to Harmony", trainings "Gender
Approach to Education", the cycle of meetings "Principles of Family Happiness”,
simulation of specific situations of future professional activity (case-study) in the field of gender relations. Involvement of students in active public and project activities in the field of gender
education: formation of a permanent volunteer corps, research work in the field of gender
relations of student youth, participation in the activities of the center (flash mob "Let’s
Stop Violence Together", meetings with the representative of the Ukrainian Helsinki
Human Rights Union "Children's Rights in Ukraine and the World: Challenges of the
Present", etc.), gender-based media club, scientific and practical seminars, round tables;
involvement in the work of advisory' bodies of state power working in the field of equal
rights and opportunities, interaction with public organizations; functioning of the social
design school; development, submission to the competition and introduction of social
projects: "Children's Space", "Gender in a Big City", "I am not a Commodity", etc.
As a result of the experiment, students of the experimental group showed significant
changes: the transition of students from conservative level of readiness to the conformist,
basic and vocational-transformative one. It was found that in the experimental group the
proportion of students with a professional-transformative (by 9,77%) and base (by
12,55%) levels of readiness, there is a decrease in the proportion of students with a
conservative level of readiness by 23.2%. There were no noticeable changes in the control
group. Such results prove that the level of training of future social educators to the
harmonization of gender relations has increased in case of implementation of the above
mentioned organizational and pedagogical conditions.
В диссертации раскрыто содержание понятий «подготовка будущих
социальных педагогов к гармонизации гендерных отношений» как процесса и
«готовность будущих социальных педагогов к гармонизации гендерных отношений» как результата; определена сущность гармонизации гендерных отношений в молодежной среде и особенности их проявления. Осуществлен анализ теории и практики внедрения гендерной составляющей в процесс профессиональной подготовки будущих социальных педагогов. Определены компоненты, критерии,
показатели и выявлены уровни готовности будущих социальных педагогов к
гармонизации гендерных отношений в молодежной среде.
Доказано, что эффективными организационно-педагогическими условиями
подготовки будущих социальных педагогов к гармонизации гендерных отношений в
молодежной среде являются: интеграция гендерных знаний в процесс
профессиональной подготовки; использование инновационных интерактивных
технологий гендерного образования в учебной и внеучебной работе; привлечение
студентов к общественной и проектной деятельности в центре гендерного
образования высшего учебного заведения.
