SYNERGY OF PRAXEOLOGICAL AND ACMEOLOGICAL APPROACHES DURING THE FORMATION OF TEAM INTERACTION AND SOCIAL PARTNERSHIP IN THE PROFESSIONAL TRAINING OF FUTURE SPECIALISTS IN A SOCIONOMIC PROFILE

Abstract

The study focuses on the feasibility of forming team interaction and establishing social partnership in future specialists in a socionomic profile. We consider team interaction as a joint balanced activity that involves a single goal, coordinated interaction of all participants. The purpose of the article is to theoretically substantiate the importance and reveal the potential that can be obtained from the synergy of praxeological and acmeological approaches as effective factors in the professional training of future specialists who will work in the socionomic sphere in order to develop their team interaction and establish social partnership when resolving conflict situations in their future professional activities. Methods: to achieve the goal, an analysis and synthesis of scientific and pedagogical, psychological and pedagogical and socio-pedagogical literature was used, as well as publications on management were analyzed, a methodological inductive-deductive analysis of the potential of acmeological and praxeological approaches was carried out and a range of interactive technologies that positively affect the formation of team interaction and the establishment of social partnership was identified. Results. It was found that in the professional training of future psychologists, social workers and managers, the acmeological approach in the context of team interaction is aimed at forming a value-based attitude to joint activities, readiness to establish a partnership, helps to develop such personal traits and qualities as tolerance, empathy and mutual respect. The praxeological approach allows students to understand the structure of team activity, clearly understand the features of the distribution of roles and functions, independently explore the mechanisms of collective decision-making and responsibility for their implementation. Conclusions. The synergy of the acmeological and praxeological approaches during the formation of team interaction of future specialists in social professions creates a methodological basis for the development of a professionally mature, competent and socially responsible personality. In the methodological context, for the formation of team interaction and the establishment of social partnership such interactive learning technologies as socio-psychological training, the “brainstorming” method, business games and group counseling have a great positive effect.