Abstract
The article deals with main components of readiness to professional communication of future specialists of Fire and Rescue Service. We considered the chain of components "motivational-target – cognitive – communicative-activity" that fixes the internal mechanisms necessary and sufficient for forming the readiness of future specialists of the Fire and Rescue Service to professional communication.
Highlights
The system of the institutions of higher education of Fire and Rescue service is mostly closed, and educational establishments function as an instrument that allows to manage personal behaviour in the process of solving educational tasks, imposing certain restrictions on people's behaviour, regulating the official relationships on the principles of centralization and unified command, assuming unambiguous subordination of cadets, leadership and teaching staffs
A important role in the institutions of higher education of State Emergency Service (SES) of Ukraine belongs to communication, which creates direct and feedback links, regulatory restricts the space of possible social actions and sets the field of necessary actions, initiates the processes of self-organization, selects the most appropriate ways of action and forms social norms (Bukova, 2001; Kvashuk, 2013; Kozyar, 2002: 177, Pokaliuk, 2009)
The readiness of the future specialist to professional communication is an integrative dynamic quality of the personality that combines motivational-target, cognitive, communicative-activity components, the degree of formation of which determines the effectiveness of professional communication in the process of solving professional tasks and leads to the improvement of the professional competence of the cadets and students
Summary
The system of the institutions of higher education of Fire and Rescue service is mostly closed, and educational establishments function as an instrument that allows to manage personal behaviour in the process of solving educational tasks, imposing certain restrictions on people's behaviour, regulating the official relationships on the principles of centralization and unified command, assuming unambiguous subordination of cadets, leadership and teaching staffs. The role requirements and the formal status of participants in the pedagogical process are clearly set out in the institutions of higher education of State Emergency Service (SES) of Ukraine. It provides the system with the necessary stability. A important role in the institutions of higher education of SES of Ukraine belongs to communication, which creates direct and feedback links, regulatory restricts the space of possible social actions and sets the field of necessary actions, initiates the processes of self-organization, selects the most appropriate ways of action and forms social norms (Bukova, 2001; Kvashuk, 2013; Kozyar, 2002: 177, Pokaliuk, 2009)
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