Communicative and interactive culture of the modern school teacher: professional requirements, problems, risks

S.V. Ivanova,E.V. Nikulchev,Igor Yu. Sinel’nikov

doi:10.1051/shsconf/20162901067

Abstract

The article is dedicated to the problem of level of dialogical and communicative competence culture of a modern school teacher in Russia. The author reveals the main feature of the communicative culture of a teacher, which consists in the predominance of authoritarian, not dialogical style of communication, training and interaction. In the article problematic aspects are marked, indicating a low level of dialogic-communicative culture of a school teacher. The main risks of the current situation and ways to overcome them are formulated.

Highlights

The article is dedicated to the problem of level of dialogical and communicative competence culture of a modern school teacher in Russia
The expanding space information offers a person all the great volumes and a greater variety of information, advances ever greater demands on the human skills to work with the growing information flow
The school is designed to help the younger generation in the formation of skills and qualities, which are necessary for the successful socialization

Summary

Introduction

In order to ensure the readiness and the ability of graduates of school to be engaged in constructive dialogue with others, achieve mutual understanding, find common aims, work together to achieve the overall results, as required by the federal state educational standards [3, p.3-5], the teacher should possess willingness and ability to dialogical communication and interaction. We are talking about the willingness and ability to implement democratic style of pedagogical dialogue in which the teacher focuses on the improvement of the subjective role of the student in the interaction.

Results

Conclusion