Model of the methodological system for the formation of communicative competence of future teachers of informatics

Abstract

Relevance. The formation of communicative competence in future teachers of informatics is crucial in a rapidly evolving society where knowledge quickly becomes outdated, and skills like critical thinking, teamwork, and the use of modern information technologies are highly valued. Purpose. The study aims to comprehensively verify the impact of a methodological system on the development of communicative competence in future computer science teachers. The purpose of the experimental work is a comprehensive verification of the influence of the methodology on the formation of communicative competence of future computer science teachers. Methodology. The research involved a three-stage process consisting of an ascertaining experiment, a formative experiment, and a control experiment, along with a thorough literature analysis. Results. The analysis revealed a substantial improvement in the communicative skills of future computer science teachers following the implementation of the methodological system model. Participants exhibited enhanced abilities in verbal and non-verbal communication, empathy, and collaborative problem-solving. Furthermore, the integration of role-playing games and interactive teaching methods proved particularly effective in fostering communicative competence. Conclusions. The findings underscore the efficacy of the methodological system in equipping future informatics teachers with essential communication skills. The incorporation of innovative pedagogical approaches and diagnostic methods, such as role-playing games and interviews, enhances the effectiveness of communicative competence training programs. Consequently, the developed model offers a valuable framework for educators to cultivate effective communicators capable of thriving in dynamic educational environments. Keywords: pedagogical process; training program; diagnostic methods; role-playing games; interview