April 2024
ISSN 2148-7278
Volume: 10 Issue: 1


GLOKALde April 2023, ISSN 2148-7278 Volume: 9  Number: 1, Article 1

PEDAGOGICAL CONDITIONS FOR THE FORMATION OF A PEDAGOGICAL COMMUNICATION CULTURE OF FUTURE PRIMARY EDUCATION TEACHERS

Oleksii MUKOVIZ
ORCID: 0000-0001-9262-9209
Doctor (Pedagogics), Prof.,
Head of the Department of Theory of Primary Education,
Pavlo Tychyna Uman State Pedagogical University, Uman, Ukraine
[email protected]

Lyudmila KRASYUK
ORSID: 0000-0003-1403-006X
Ph.D. (Pedagogics), Assoc. Prof.,
Department of Pedagogy, Theory and Methods of Primary Education,
Hryhoriy Skovoroda University in Pereyaslav, Pereyaslav, Ukraine
[email protected]

ABSTRACT

The article reveals the problem of forming a culture of pedagogical communication for future primary education teachers; the definition of "pedagogical communication culture" is clarified, which is con-sidered by scientists as "a component of the teacher's professional competence, which is compe-tence in communication, which is determined by his personal communicative potential, as well as a system of professional communicative training aimed at the formation and development of such professional knowledge, abilities, and skills that ensure the presence of perceptive, interactive and communicative competences of the future teacher". The highlighted conditions for the formation of the culture of pedagogical communication of future teachers of primary education: The presence of a high level of development of pedagogical communication culture of teachers of higher education institutions as organizers of the educational process based on the ideas of humanism and the tech-nology of subject-subject interaction; organization of a pedagogically expedient process of commu-nicative training of students in the classroom and extracurricular educational activities based on a competency-based approach to the professional training of specialists in accordance with the basic principles of pedagogy and the achievements of psychological science; encouraging future teachers to self-education and self-improvement in pedagogical communication. Perceptive, interactive, and communicative components are distinguished in the structure of the culture of pedagogical commu-nication. Forms of classroom and extracurricular work on the formation of a culture of pedagogical communication are given.

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