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Today, the traditional approach to professional training is obsolete. This problem has determined the need to create new didactic forms related to the organization of training in the modern education system. The purpose of this study was to analyze possible development of professionally important qualities and abilities in the future social care teachers through the role plays. The value of role plays lies in their diagnostic, developmental, training, correctional, educational and psychotherapeutic potential. Role plays provide development of personal and professional attitude of the future social worker, along with approximation to the chosen profession. Different types of role plays give the possibility to model quasi-professional situations, realizing the future propaedeutic socio-pedagogical activity of students. Role plays has a positive impact on the development of competencies related to social interaction: the ability to constructively resolve conflicts; competent communication with different groups of people; willingness to build tolerant relations with people of different nationalities, religions, ethnic groups, political and ideological convictions, etc. The use of role plays in the training of social workers provided deliberate and purposeful use of group therapy in practical activities as well as active learning methods, pedagogical correction and social diagnosis. It was important that the game fostered mastering diverse behaviours by students. Using various types of role plays in the psychological and pedagogical training proved to be very useful and promising for professional and personal development of the future social care workers.

The paper is aimed at studying the features of pedagogical culture formation in future social workers and developing methods to improve the professional and pedagogical preparation quality of students in the "Social work" specialty. In the study, a survey of students in the "Social work" specialty (n = 400), and a standardized interview with the teachers of educational institutions of the Republic of Kazakhstan (n = 150) was conducted. Data of the empirical part of the research suggest that in schools' practice the standard curricula and programs are used that do not take into account peculiarities of professional activity of social workers, are not aimed at developing practical skills and are not contiguous with the principles of modern personality-oriented educational technologies. The monitoring results became the basis for the development of a model to improve the quality of professional and pedagogical preparation of students in the "Social work" specialty.