ʺThe state of development of teachers' social competence for work with learners in difficult life circumstances in the postgraduate education systemʺ

Abstract

The article is dedicated to analyzing the state of development of teachers' social competence for work
with learners in difficult life circumstances in the postgraduate education system. The discourse focuses on
putting forward the requirements of modern society for the development of social and professional
competencies of educators. The important role of the postgraduate education system in ensuring the
development of teachers' social competence has been noted. The analysis of the scientific literature revealed
that the approach to developing teachers' social competence in the postgraduate education system remains
under-researched and doesn't receive appropriate attention from scholars.
The article notes that teachers' social competence is acquired through personal experience. Therefore,
the focus is placed on the necessity of systematic development of this competence in the process of
postgraduate education. An analysis of the current professional development programs for teachers regarding
the development of their social competence for working with learners in difficult life circumstances has been presented. The material provides substantive content of the existing webinars and professional development
courses that contribute to the development of teachers' social competence for working with learners in
difficult life circumstances.
It is noted that all the presented professional development programs for educators, which contribute to
the development of teachers' social competence for working with learners in difficult life circumstances,
have been developed at a quite high level. It has been established that the analyzed professional development
courses for teachers focus only on certain aspects that may contribute to the difficult life circumstances of
learners. It has been established that the analyzed professional development courses for teachers focus only
on certain aspects that can lead to the difficult life circumstances in learners. It is determined that the
considered professional development courses do not ensure the full-fledged development of teachers' social
competence for working with learners in difficult life circumstances.
As a result of the analysis of scientific research on the development of teachers' social competence for
working with learners in difficult life circumstances, the necessity of improving and conducting a more
detailed study of the mechanisms of this competence development has been substantiated.