Conceptual foundations of modeling the process of professional training of social educators through art technologies

Abstract

The article provides a theoretical analysis of the importance and effectiveness of art technologies in the professional training of social educators based on domestic and foreign scientific works.  It presents an overview of the history of the concept of Art Technology and considers the features of its application in education. The issues solved through the use of Art technologies in the professional training of future social educators are systematized. Definitions of the concept of "art technology" by domestic and foreign scientists are analyzed and grouped according to their general definitions. The cathartic, regulatory, communicative, and reflexive functions of Art technologies in the professional training of social educators are analyzed.  It was also noted that the use of art technologies in the educational process optimizes the structure of educational materials, improves the planning of the educational process, and manages cognitive and educational activity. It also facilitates diagnostics, forecasting, and educational design. The model was developed by analyzing the potential of art technologies in professional training for social educators and in developing their professional competencies. The presented model consists of conceptual, technological, organizational, and dimensional blocks. The conceptual block of the model contains the content necessary for the training program of future social educators, such as the purpose, objectives, methodological foundations, and principles of the model. The technological block clearly demonstrates the technological (internally meaningful) side of the process of developing the professional competencies of future social educators through art technologies. This block contains the forms, methods, and means of achieving the model's goal, as well as the mechanisms for implementing the model. The organizational block forms the pedagogical conditions and stages of the development of professional competence of future social educators through art technologies, while the dimensional block establishes the components, criteria, and levels of development of professional competence of future social educators. The model presented in the content of the article can become the main guideline for the development of professional competencies of future sociologists using art technologies.