Abstract
The relevance of this problem is caused by insufficient degree of elaboration of the theoretical and practical foundations of practice-oriented professional training for students in teacher education universities. Currently, the labor market demands competitive teachers who have mastered the necessary and sufficient types of professional communicative activities with an adequate speech design. The purpose of the study is to develop framework-components to improve the efficiency of designing multi-level professional communication situations. The leading research technologies are designing, intellectual communication, implementation of integration relations, person-centered communication, and others. The article reflects the results of the work done, in which students have mastered a typical structure of professional designing, learned to choose the right forms of intellectual communication in accordance with their academic and educational orientation, mastered the competence of multi-level professional communication. The article submissions may be useful for practical professional activities of university and high school teachers.
Highlights
IntroductionThe scientific community places greater demands on the teacher’s professional activity in market conditions (Zakirova, 2014)
Improvement of modern higher education in recent years is largely due to the innovative approach to the process of professional training.At present, the scientific community places greater demands on the teacher’s professional activity in market conditions (Zakirova, 2014)
The purpose of the study is to develop framework-components to improve the efficiency of designing multi-level professional communication situations
Summary
The scientific community places greater demands on the teacher’s professional activity in market conditions (Zakirova, 2014). This is manifested in strengthening the fundamental nature of the professional training process, which dictates “deepening of the general theoretical, educational, as well as general scientific and professional training of students and the expansion of their professional training profile” (Popov, 2008). If to consider the proposition that “universities today - are not just educational institutions and scientific research centers” as a starting point, the vector of students’ professional training will focus on strengthening its research foundation (Namsaraev, 2008). This, in turn, will change and update the substantive-procedural resources for professional communicative competence development.” The main vector for organizing such pedagogical process is formation of professionally-competent graduates, who are capable to solve various problems ...” (Afanasiev, 2013)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
