У дисертації розкрито зміст понять «підготовка майбутніх соціальних педагогів до гармонізації тендерних взаємин» як процесу та «готовність майбутніх соціальних педагогів до гармонізації тендерних взаємин» як результату; визначено сутність гармонізації тендерних взаємин у молодіжному середовищі та особливості їх прояву. Здійснено аналіз теорії та практики запровадження тендерної складової у
професійної підготовки майбутніх соціальних педагогів. Визначено компоненти, критерії, показники та виявлено рівні готовності майбутніх соціальних педагогів до гармонізації тендерних взаємин у молодіжному середовищі.
Доведено, що ефективними організаційно-педагогічними умовами підготовки майбутніх соціальних педагогів до гармонізації тендерних взаємин у молодіжному середовищі є інтеграція тендерних знань у процес професійної підготовки; використання інноваційних інтерактивних технологій тендерної освіти в навчальній та позанавчальній роботі; залучення студентів до громадської та проектної діяльності в осередку тендерної 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.
