КОМУНІКАТИВНА МОБІЛЬНІСТЬ МАЙБУТНЬОГО ПЕДАГОГА-ВИХОВАТЕЛЯ: ТЕОРЕТИЧНИЙ АСПЕКТ

Abstract

The article is devoted to the analysis of the content of professional activity of the future educator, the disclosure of the modern idea of ​​communicative mobility of this category of pedagogical workers of preschool education. The article substantiates the importance of communicative mobility in terms of professional orientation in higher education. The proposed approach to the definition of communicative mobility allows to go beyond its narrowly utilitarian understanding. The considered definition is reduced to the level of the principle of the subject of activity. It is substantiated that such interpretation allows to reveal in communicative mobility opportunities for positive development of the future educator. Emphasis is placed on the formation of the worldview of the future teacher-educator, who demonstrates its important qualities as a high level of adaptability to familiar and new situations, allows you to form a mechanism for rapid response to events in various fields, and provides a chance to experience communication in real life. which are the basis for the formation of ideas about human life and for the realization of the needs and interests of the individual in the political, legal, economic, social and cultural life of the state. Particular attention is paid to the issue of substantiation of the mechanism of mobility, both pedagogical and communicative. The universal character of communicative mobility of the future educator is revealed: multifaceted, multifaceted and multi-textured. It was found that the structure of communicative training of this category of teachers of preschool education is the dialectical unity of all its components, which are the most important factor in self-realization of the individual, along with knowledge, skills and abilities. Emphasis is placed on the fact that pedagogical communication in the educational environment of the preschool institution coordinates purposeful, practical actions of its participants, the peculiarity of these interactions between the subjects of the communication process is that this interaction is carried out indirectly through communication. It is noted that the communicative mobility of future educators is an activity and is the ability to adapt to the implementation of communicative activities.