The Psychological-Pedagogical Support of Development of Professional Identity of the Future Social Pedagogues in the Process of Preparation for Tutealage-Educational Activity

He article actualizes the problem of introduction of psychological and pedagogical support of professional identity of future social educators in the process of preparation for guardianship and educational activity. The professional identity is one of the leading criteria for becoming a professional and is a prerequisite for tutelage-educational activity. The psychological and pedagogical support of professional identity is one of the key stages necessary for the full formation of a competent social educator, creation of favorable conditions for him in the learning process, and tutelage-educational activities. The socio-psychological peculiarities of organization of the model of psychological and pedagogical support of development and formation of professional identity of future social educators in the process of preparation for tutelage-educational activity are grounded on the basis of comprehension of the philosophical and educational methodology of the personal paradigm of parenting and cheese the educational process. The psychological and pedagogical support for the professional identity of the future social educator should create the conditions for initiating the process of self-development, as well as − ways of neutralizing the conditions that impede this process. Psychological support for becoming a future social educator is important. Taking into account the socio-psychological peculiarities of organizing a model of psychological and pedagogical support for the development and formation of professional identity of future social educators in the process of preparation for guardianship and educational activity will allow to provide optimal conditions for professional and personal self-development, self-realization, self-realization and self-realization ways of neutralizing conditions that impede this process