Professional Training of the Social Educator – Individual Mentoring Program

Katerina Zlatkova-Doncheva
St. Cyril and St. Methodius University of Veliko Turnovo

https://doi.org/10.53656/ped2025-2.04

Abstract. This research presents the practical impact of mentoring programs in the preparation of “Social education” students (N= 64), who implement individual educational and informal work with children raised outside the family environment in residential care and at risk. Research methods include 4 scales measuring Acquisition of new skills and knowledge with 13 indicators; Difficulties with 12 indicators; Hands-on training with 5 indicators and Motivation with 9 indicators. The results of the survey demonstrate that the inclusion of students in the program increases their skills and professional training, confirming the main hypothesis of the study that professional training of social educators can be improved to a much greater extent with informal communication and the opportunity to get to know the children. This conclusion provides many guidelines for reflection and future analysis related not only to the practical training of educational staff, but also regarding the role and functions in general of the social educators, teachers insofar as only a specific educational activity is no longer sufficient to achieve good results with children at risk.

Keywords: training of social educator; mentoring program; higher education; social education; children at risk

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