Teacher Communication Competence Research Articles

Improving The Information and Communication Competence of Higher Education Teachers in The Process of Distance Education

This article examines the development of information and communication competence of university teachers in the environment of distance learning support. In connection with the ever-increasing requirements for the level of training of specialists in higher professional education, the need to change the very paradigm of the educational process, its conceptual model from “education for life” to “education throughout life” has become obvious. The paradigm shift determines the main trends in the development of modern education, namely: continuity, mass character, fundamentality, individualization and humanization, orientation towards a competency-based approach. The use of new technologies currently makes it possible to organize the educational process at a qualitatively new level and to significantly expand the forms and methods of its organization. One of these forms is distance learning. Distance support of the educational process involves the use of tools and methods inherent in distance learning in the traditional educational process of a university. The purpose of the study is to develop and analyze a system for developing information and communication competence of teachers when using tools and methods of distance learning support.

ОРГАНІЗАЦІЙНО-МЕТОДИЧНІ ОСОБЛИВОСТІ РЕАЛІЗАЦІЇ ДИСТАНЦІЙНОГО НАВЧАННЯ ФІЗИКИ В ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

The article actualizes the problem of organizational and methodological support for distance learning in Physics. Organizational, regulatory, technological, software and methodological features of its implementation in Higher Education Institutions are determined. The article summarizes the experience and analyses the features of organizing distance learning in Higher Education as an effective tool for supporting the Educational Process in Physics and ensuring free access of applicants to high-quality educational services in conditions of unpredictable impacts. Attention is focused on the need to improve the techniques and methods of organizing independent work of students in the process of distance learning Physics, the formation of practical skills and abilities in them, the development of digital literacy as an important component of self-educational and professional competence, stimulating the cognitive activity of applicants, monitoring and evaluating academic achievements during online training. It is noted about the trends in the development of educational and methodological support for the educational process in Physics in the conditions of distance learning in fully functional didactic kits and complexes that combine traditional teaching tools, electronic educational resources, and digital laboratories. It is noted about the expediency of purposeful improvement of information and communication competence of teachers, the formation of their readiness for a qualitative transformation of the methodology, methods and forms of organizing the educational process in new conditions, improving the systematic training of scientific and pedagogical workers for the introduction of distance education, expanding the practice of international internships in order to obtain skills in the effective use of modern means of supporting distance learning.

Didactic Support for the Development of Information and Communication Competence of Teachers

The proposed article is devoted to the problem of the development of information and communication competence of teachers of secondary vocational education in the system of advanced training. The author notes that the process of developing this competence will be effective if a set of conditions is implemented when training under additional professional training programs. In the course of the study, organizational and pedagogical conditions were identified that contribute to the development of information and communication competence of teaching staff. Special attention is paid to one of the conditions, the basis of which is the implementation of a didactic complex of support for the development of information and communication competence of teachers of secondary vocational education. According to the author it is necessary to apply competence-based, technological, as well as systemic approaches for the successful implementation of this process. In order to confirm the hypothesis of the study, a pedagogical experiment has been organized, in which pedagogical workers of secondary vocational education took part. Belgorod and Belgorod region. The main element of the information and communication competence development is the didactic complex, which includes: applied software pedagogical products, knowledge and data bases, information, didactic and methodological tools, audio-video materials; an additional professional training program “Information and communication competence of a teacher”. Control and experimental groups consisted of the pedagogical experiment participants. Special organizational and pedagogical conditions have been created for the participants of the experimental group, while in the control group training took place in the usual standard mode. The author cites the results of the conducted pedagogical experiment, which indicate that the experimental work carried out contributed to an increase in the level of development of this competence. Keywords: teaching staff, secondary vocational education, information and communication competence, didactic complex, professional development

Communication Competence of Teachers in Contemporary Educational-Pedagogical Work

In this paper, communication competence is seen as one of the most important skills in modern educational-pedagogical work. It is not about the absolute disposition of man, but about a set of variables that can be improved by learning to the level necessary for the realization of a certain social role. These are two groups of individually determined variables / potencies through which the degree of communication competence of an individual is articulated: cognitive and interactive. Pedagogical communication is most effective if it is realized with professional and communicatively competent teachers, individualized teaching in direct and / or indirect interpersonal communication and encoding of communicative messages, whose reception in pedagogical terms, ie. in terms of cognitive effects and value consequences, will be unambiguous.

THE SEQUENCE OF ACTIVITIES FOR THE DEVELOPMENT OF PROFESSIONALLY ORIENTED ENGLISH SPEAKING

An important component of foreign language communicative competence of teachers who implement subject-language integrated learning (CLIL) is their professionally oriented competence in speaking, which, as evidenced by experience in teaching foreign languages in Ukraine and the world, needs improvement.The relevant research analysis also indicates the actuality of developing CLIL teachers’ linguistic competence. The research aims at substantiating a sequence of activities for the development of professionally oriented speaking skills of CLIL teachers. It has been established that the requirements for the level of language proficiency of teachers are not the same in different educational contexts and are determined in the range from level B1 to C2 according to the Common European Framework of Reference. The sequence of activities has been developed within the electronic refresher course for teachers. The necessity to ensure the development of professionally oriented speaking competence of subject teachers through formal education and self-education, in particular, via an electronic course has been substantiated. E. Gierlinger’s L4C model has been analysed and recognized as the basis for the development of exercises and tasks for the e-course lesson “Language” within the topic “CLIL in the classroom”. The structure of the sequence of exercises and tasks, their types and kinds have been determined. We consider it expedient to distinguish two groups of exercises in the sequence structure: 1) to improve general speaking skills and abilities; 2) to improve professionally-oriented speaking skills. The sequence includes receptive non-communicative, reproductive semi-communicative exercises for substitution of elements into speech patterns, transformation and additions, expansion and completion of speech patterns, answers to questions, productive semi-communicative exercises for combining speech patterns into supra-phrase dialogic units monologues and dialogues) and communicative tasks. Examples of these exercises and tasks have been given. Exercises and tasks of the sequence have been discussed with colleagues, piloted in classes on methods of teaching foreign languages, and approved by experts. A conclusion has been made about the need to increase the motivation of teachers to self-education to teach subjects in a foreign language. The prospect of further research lies in peer evaluation of the course content and piloting the course on the MOODLE platform.

Communicative competence of elementary school teachers

The article considers the problem of teacher's professional communication through the prism of his/her communicative competence formation. The authors present their own approach to the essence of the concept “communicative competence”. The value of personal qualities of the teacher in establishing communicative relations in the system “teacher-student” and professional development was found out. The aim was to determine the features of the formation of communicative qualities of the elementary school teacher, the application in practical activity; the main conditions and techniques of development of successful pedagogical communication; the characteristics of the structure of communicative competence. To disclose the issue of communicative competence we used general scientific methods (analysis, synthesis, comparison), interdisciplinary (interview, conversation, observation) and methods of mathematical statistics. In order to empirically study the process of formation of communicative competence of a teacher, we conducted research among students who had experience of practical classes in elementary school. The sample consisted of 200 applicants for the specialty “Elementary education”. The results showed that the dominant majority of the respondents have no difficulties in professional communication. They are able to provide students with the necessary instructional material and establish a trusting relationship with them. However, the presence of students insecure about their own communicative competence indicates the need to introduce new approaches and methods of practical training of future specialists into the educational space of higher education.

Criteria for Assessing the Level of Information and Communication Competence of Teachers of Secondary Vocational Education

Criteria for Assessing the Level of Information and Communication Competence of Teachers of Secondary Vocational Education

Формирование коммуникативной компетентности педагогов дошкольной образовательной организации

В статье рассматривается теоретический и практический аспекты формирования у педагогов коммуникативной компетентности педагога. Отмечается, что уровень образования находится в прямой зависимости от уровня квалификации педагогических кадров, повышению которой способствует методическая работа, как часть целостной системы непрерывного образования. Коммуникативная компетентность обеспечивает современному педагогу не только успешную социализацию и адаптацию, но и профессиональную самореализацию, являясь одной из ключевых. Целью исследования являлось теоретическое обоснование и экспериментальная проверка необходимости и возможности формирования коммуникативной компетентности педагогов, оценивался уровень различных ее компонентов у педагогов, были выявлены критерии и показатели оценки. В процессе формирующего этапа экспериментальной работы разработана и реализована система работы по формированию коммуникативной компетентности у педагогов ДОО, которая включала разнообразные методы: семинары, консультации, дискуссии, деловые игры, психологические упражнения и др. Теоретическое и практическое значение исследования заключается в том, что определены критерии и показатели коммуникативной компетентности воспитателей; разработана и апробирована система формирования данного вида компетентности у воспитателей. The article deals with the theoretical and practical aspects of the formation of teachers ' communicative competence. It is noted that the level of education is directly dependent on the level of qualification of teaching staff, which is promoted by methodological work, as part of an integral system of continuing education. Communicative competence provides a modern teacher not only successful socialization and adaptation, but also professional self-realization, being one of the key ones. The aim of the study was to provide theoretical justification and experimental verification of the necessity and possibility of forming the communicative competence of teachers, to assess the level of formation of its various components in teachers, to identify criteria and evaluation indicators. In the process of the formative stage of the experimental work, a system of work on the formation of communicative competence in pre-school teachers was developed and implemented, which included a variety of methods: seminars, consultations, discussions, business games, training exercises, etc. The theoretical and practical significance of the study lies in the fact that the criteria and indicators of the communicative competence of educators are defined; the system of this type of competence among educators is developed and tested.

Іnformation and communication competence of teachers and primary school students: theoretical aspect

Іnformation and communication competence of teachers and primary school students: theoretical aspect

Improving of Educational Programs for the Formation of Information and Communication Competence of Teachers

An assessment of the readiness of Ukrainian teachers to provide online education has been made in the context of a world coronavirus pandemic. According to world experts, the pandemic has made radical and irreversible changes in modern ideas about learning, the role of teachers in the educational process, the set of competencies of teachers in the XXI century.

Сетевая организация инновационной деятельности по апробации электронной формы учебников удмуртского языка в основной общеобразовательной школе: актуальность и востребованность

The research objective includes estimating efficiency of innovative network grounds to approve the Udmurt language electronic textbooks for pupils of the 5th-9th grades. The article describes the basic stages of innovative network activity, analyses the functional potential and content of electronic textbooks in terms of their conformity with the Federal State Educational Standards requirements, justifies efficiency of using electronic textbooks when teaching a native language, reveals their contribution to forming informational and communicative competence of teachers and students. Scientific originality of the study involves evaluating efficiency of electronic textbooks when teaching the Udmurt language. The analysis of innovative network activity indicates that the Udmurt language electronic textbooks for secondary school have a high educational potential and can be efficiently introduced into educational process.

Psycholinguistic Peculiarities of the Development of Communicative Competence of Teachers of Secondary Schools

The purpose of the article is to analyze psycholinguistic peculiarities of the development of communicative competence in the structure of social intelligence of teachers and directors of secondary schools in contemporary Ukrainian society.
 Methods of the Research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also we used empirical methods – the methods of observation, conversation, testing with the aim to study the structure of communicative competence and social intelligence of teachers; psychological and pedagogical experiment in a form of the research of the development of the structure of communicative competence and social intelligence of teachers.
 The results of the Research. In the content of communicative competence of teachers we can emphasize the ability to optimize interpersonal relationships in the group; social sensitivity; a set of communicative skills, behavior patterns and communication techniques; a communicative potential; the interpretative competence. Teachers with a low level of communication competence have characterized by communicative failures caused by a violation of their orientation onto the process of communication: non-motivated change of speech strategies, mental orientations and the register of speech; failure by the speaker communicate postulates; neglecting by the speaker the linguistic means, which involve the maxim of the tact; unsuccessful choice by the speaker the tone and the register of communication. Scripts of role deixis, explicit and implicit pragmatic constituents in the structure of teacher’s communicative competence were formulated, their content was revealed.
 Conclusions. Psycholinguistic peculiarities of the development of communicative competence of the teachers and the directors of schools were established: the composite assessment of the teacher’s communicative competence positively correlates with social intelligence, reflexive and empathic personal abilities; communicative competence of the teacher depends on the actualization of scripts of role deixis, explicit and implicit pragmatic constituents in its structure, etc.

ANDRAGOGICAL CONCEPT OF THE DEVELOPMENT OF INFORMATION AND COMMUNICATION COMPETENCE OF TEACHERS IN INSTITUTIONS OF POSTGRADUATE TEACHER EDUCATION


 
 
 
 The article discusses the issues of andragogical support for the development of information and communication competence of teachers in institutions of postgraduate Pedagogical education. The authors analyze the current socio-educational situation; emphasize the importance of continuing education and the development of andragogical competence of employees of postgraduate education institutes. The attention is focused on the diversification of the types of advanced training of pedagogical and scientific-pedagogical workers, which necessitates the modernization of content, forms, technologies in the system of postgraduate education, in particular the development of information and communication competence of pedagogical workers. The basic andragogical principles, the functions of the teacher-andragog, the methods of the andragogical approach to creating special conditions for the interaction of teachers and students are substantiated. Based on theoretical and empirical research, the state of this problem is analyzed on the example of the development of information and communication competence of methodologists of regional methodological services.
 
 
 

The Results of the Summative Stage of the Experiment on the Development of the Informational and Communication Competence of Teachers in the System of Military Education

The Results of the Summative Stage of the Experiment on the Development of the Informational and Communication Competence of Teachers in the System of Military Education

Коммуникативная культура современной учащейся молодежи: проблемы формирования и коррекции в условиях учебных заведений

The article considers the specifics of the communicative culture of modern Russian students, identifies the main characteristic features of its communication practices. The authors prove the importance of the problem of procrastination communication based on social and civic passivity of students, reducing the degree of motivation for socially significant goals, priorities of professional and personal growth. The features of modern domestic educational institutions associated with the lack of development of their corporate culture, the backlog of training of teachers in the aspect of their psychological and pedagogical competencies are determined. The necessity of a comprehensive approach to the formation and correction of communicative culture of students, based on the simultaneity of the processes of creating a high corporate culture of educational institutions, improving the psychological and communication competence of teachers, creating a system of social and educational support of civic activity, professional and creative self-realization of young people.

Analysis of the state of formation of future teacher’s communicative competence as a condition of providing the quality of general secondary education

The scientific novelty of the article is that the authors have revealed the average level of the state of formation of communicative competence (CC) of the third-year students. The cognitive and emotional components dominate among all CC components (it can be observed among students of the Faculty of Natural Sciences, Faculty of Arts). The behavioral component of the CC is better formed among students of the Faculty of Foreign Philology and the Faculty of Arts and Graphics. The communicative tolerance prevails among students of the Faculty of Physical Education as well as the Faculty of Arts and Graphics. Moreover, the two factors influencing CC were revealed: the external factors (organization of students’ subject leisure; professional-oriented educational work with students; content of education at institutions of higher pedagogical education: specialty of the chosen profession, increased cycle of humanities and psychological and pedagogical disciplines, active pedagogical practice of students; age of students to work with, different categories of children and adults to communicate with, pedagogical skills and CC of teachers); the internal factors (students’ attitude towards self-development, self-education, students’ life and social experience, motivation for acquiring a specialty and CC, humanistic orientation of future teacher’s personality, persona’s orientation to “person to person” profession)

Kompetensi Komunikasi Guru Sekolah Menengah Atas Responsif Gender

The education process requires a wide range of communication . In fact the rule is very prominent in reaching the success formal. The teaching and learning process mostly occurs by having a good the communication process, both verbal and nonverbal communi­cation. This study aims to analyze the forms of verbal and nonverbal communication of gender responsive teachers and was designed as a descriptive correlation survey. The study was conducted in Padang City and Agam District, West Sumatra Province, from July to August 2018 The population consisted of teachers of two cities, Padang and Agam. The number of the samples reach 100 teachers in Padang and other 100 members were from Agam. The primary data collection was done giving questionnaire. Data analysis was carried out in descriptive statistics processed by using SPSS version 20 software. The results showed that in running the com m unicaion ,the teacher still have low awareness on the gender. For this reason, it is necessary to improve teacher communication competence through gender communication training and gender training.

FROM THE EXPERIENCE OF FORMATION OF INFORMATION AND COMMUNICATION COMPETENCE OF FUTURE TEACHERS AT UNIVERSITY AND IN COLLEGE

Modern Federal State Educational Standards of pedagogical specialties for which training is conducted in institutions of secondary and higher professional education, and the Professional Standard of a Teacher require to create conditions in the educational process for forming information and communication competence of future teachers. Main components of information and communication competence of a teacher are described in the article, modern approaches to determining the structure and content of this concept are highlighted, current features of the functioning of information and communication technologies in education system are revealed, the diverse methodological experience of organizing students’ training on information and communication technologies is summarized, principles and conditions for using information and communication technology tools in the process of teaching academic disciplines “Information technologies in professional activities” at university and “Pedagogy” in teacher training college are substantiated.

INFORMATION AND COMMUNICATION COMPETENCE OF A UNIVERSITY TEACHER IN THE CONDITIONS OF DIGITALIZATION OF THE LEARNING PROCESS

With the increasing penetration of the internet ability to work with different computer programs is the skills that are increasingly important for everyone living in the digital age. The purpose of this paper to shed light on the practice of using digital technologies to enhance teaching and learning in order to ensure learners with the skills and knowledge that they need to achieve their achievement and to participate fully in society and the economy. The purpose of this article is to spotlight the practical use of digital technologies to enhance teaching and learning in order to arm learners with skills and knowledge they need to achieve successful results and fully participate in economy and social life. The rapid development of information technologies, the emergence of new Internet and mobile technologies, their application in training actualizes the issue of professional competence of university teachers during the organization of the modern educational process in conditions of its digitalization. Emerging models, such as blended or online learning, are creating fundamental changes in higher education. The use of additional capabilities of modern information technologies in the educational process, the creation of new didactic components in the educational system, to a large extent modifies and enriches it, requiring a high level of information and communication competence of teachers of modern universities. The necessity of constant update for teaching and methodical complexes of disciplines based on such digital technologies as elements of online learning, teachers’ own Web sites, development of video and multimedia educational content, organization of joint learning activities of students based on cloud technologies has been proved. The advantages of introducing digital technologies into the educational process are analyzed, their disadvantages are given. The importance of expanding access to educational resources through existing online courses or creating it by teachers through the using of available software resources is underlined. It was noted the feasibility of organizing at the state level programs to enhance the professional training of teachers of modern universities in the digital education process based on short-term thematic training courses, seminars, trainings and targeted funding of such training in the form of grants It is noted the feasibility to organize state level programs for raising the qualifications of teachers in conditions of digitalization of the education process based on short-term thematic training courses, seminars, trainings and targeted funding of such training in the form of grants.

O potrzebie/konieczności rozwijania kompetencji komunikacyjnych przyszłych nauczycieli edukacji wczesnoszkolnej

The whole education process is based on the communication between the teacher and the student. Interactions with children determine the effects of education and, undoubtedly, have influence on children’s well-being in class. Hence, we can say that the success in teaching depends largely on the communication competence of the teacher which determines establishing positive contact with students and their parents. These skills gain special importance in the education of early school-age children. It results from the fact that the interactions between the teacher and the children, at this stage of education, are long-lasting. This article presents reflections on the multidimensional character of communication competence and its meaning in teacher’s work as an organizer and enforcer of education process. After having reviewed the studies about communication competence of early school education teachers, the authors presented the results of their own research conducted in a group of second-year students of early school and preschool pedagogy. The conclusion presents reflections on the need for developing broadly understood communication competence in candidates for teachers which in the future will decide about their professionalism.