Kremezion O.V., Morozov A.V.Psychological and Pedagogical Features of Work with a Substitute Family in the Conditions of Using Distance Technologies
Olga Victorovna Kremezion
Head of Department of scientific and organizational support, The Federal State Budget Scientific Institution «Institute of Education Management of the Russian Academy of Education»
This email address is being protected from spambots. You need JavaScript enabled to view it.
Ulica Chernjahovskogo, 2, 191009 Saint-Petersburg, Russian Federation
http://orcid.org/ 0000-0001-8303-3462
Alexander Vladimirovich Morozov
Doctor of Pedagogical Sciences, Professor, Chief Researcher, Research Institute of the Federal Penitentiary Service of Russia
This email address is being protected from spambots. You need JavaScript enabled to view it.
Ulica Narvskaya, 15 A, b. 1 125130 Moscow, Russian Federation
http://orcid.org/ 0000-0003-0516-0356
Abstract. Introduction. In recent years, accumulated and summarized a great learning experience substitute parents, which suggests that along with the increase in the number of foster families and increases the number of families that are not understood fully the decision to take a child into their family, and not having a real understanding of their own resources, which entails increasing the number of returns of children in institutions. This publication examines the psychological and pedagogical features of the training of substitute parents in the conditions of active use of various models of electronic distance learning due to restrictive measures due to the pandemic. The article is devoted to the use of modern digital technologies in the remote form of training of substitute parents, as an important factor in the intensification and increase in the educational activity of students.
Methods. The study was conducted on the basis of methods of included observation, content analysis, generalization, comparison and specification of information.
Results. Experience in conducting training courses for professionals who work with foster families allows to note that the implementation and detailed analysis of the current remote technologies can improve learning efficiency and interest of teachers to self-knowledge, including to comprehend the motives of professional activity, promotes appropriate action planning, informed decision-making and achieving goals through the formation of skills of independent work that is of great importance in the context of models of e-learning. These technologies, when applied correctly, motivate specialists to improve their professional and creative potential, which, in turn, significantly improves the quality of the educational process.
Scope of the results. The results of this study can be used in conducting schools of substitute parents in the context of using remote technologies, and should also be included in the advanced training course for specialists working with substitute families.
Conclusion. Thus, distance learning is a promising direction for the development of substitute parents' education. The use of distance learning technologies in the process of their training contributes to the competent organization of the educational process, improves the quality of education in general.
Keywords: substitute parents, specialists in working with substitute families, adult education, learning technologies, distance learning, learning process, guardians, professional development.
Citation. Kremezion O.V., Morozov A.V.Psychological and Pedagogical Features of Work with a Substitute Family in the Conditions of Using Distance Technologies // Artium Magister. - 2021. - Vol. 21. - No. 1. - pp. 5-13.
Psychological and Pedagogical Features of Work with a Substitute Family in the Conditions of Using Distance Technologies Texts by Kremezion O.V., Morozov A.V. is licensed under a Creative Commons Attribution 4.0 International License
 1_Kremezion_i_Morozov.pdf |