Abstract
In the age of rapid technology development and the emergence of a large number of new tasks, when educating the younger generation, social educators need special training that will help them to solve problems successfully. In view of the fact that the profession of a social pedagogue supposes active participation and high influence in society, the success of activity depends not only on the approach and attitude to the profession, but also, on the attitude towards oneself. Therefore, it is necessary to develop a positive self-attitude of a social pedagogue in the process of professional training. This article gives a brief theoretical review of self-attitude concept development, its structure and functions. As self-attitude is connected with the “Self” concept, self-esteem, self-acceptance some theoretical information is presented respectively. The empirical research was conducted for the purpose of defining 1-2 course students’ self-attitude to their future profession. The results are presented and a conclusion is drawn. To define the self-attitude of students there was used the Twenty Statements Test (TST) of Manfred Kuhn & Thomas McPartland, modified by V.I. Yurchenko