TRAINING TECHNOLOGIES AS A TOOL FOR DEVELOPING PROFESSIONAL IDENTITY AND READINESS OF FUTURE SOCIAL WORK PROFESSIONALS

Abstract

The contemporary transformation of social work increases the requirements for the professional education of future specialists and emphasizes the need to combine theoretical knowledge with practical competencies, professional values, and a developed professional identity. The purpose of the article is to theoretically substantiate the potential of training technologies as a tool for developing the professional identity and professional readiness of future social work professionals. The study is based on the analysis, synthesis, comparison, and systematization of theoretical approaches to social work education, professional development, experiential learning, and training-based education. Professional identity and professional readiness are considered as interconnected but distinct outcomes of professional education: the former reflects students’ understanding and acceptance of their professional roles, values, responsibilities, and belonging to the professional community, while the latter characterizes their ability and preparedness to perform professional tasks effectively. The article substantiates the potential of training technologies to integrate theoretical knowledge, professional values, practical action, interpersonal experience, and reflection. Their particular relevance is emphasized in the context of contemporary Ukrainian social challenges, which require social workers to operate effectively under conditions of war, displacement, psychosocial distress, community disruption, and increased demand for social support. The scientific novelty of the study lies in the conceptualization of an integrative model that includes cognitive, axiological, activity-based, and reflective components of training-based professional development. It is concluded that training technologies can serve as an intermediary educational environment between theoretical preparation and professional practice, simultaneously contributing to the development of professional identity and readiness for future social work practice.