| Abstract [eng] |
School fills not only educational, but also cultural and social functions. The changes of society have an effect on children’s socialization; therefore the number of children that fall into social risk group grows. Work with such children requires profession of a social educator that necessitates constant work assessment by competent parties and the educator himself to know the drawbacks, remain efficient and improve. A social educator exercises many functions in a general education school. The practices of such an educator include work with children that fall into social risk group. To be more efficient, it is necessary to constantly assess and self–assess quality. The following questions are projected for the issue: how the quality and significance of a social educator’s work is estimated by the problematic children and their educators? How do the social educators themselves, according to specific criteria, assess the quality of their work? What essential tendencies prevail in assessing and self-assessing social educator’s work with children that fall into the risk group? The aim is to validate the significance of theoretical aspects of social educator’s work quality and its constant self-assessment and to identify how the quality of social educator’s activity with children that fall into risk group is estimated by educators, the children and the social educators. |
