Teacher Communication Competence Research Articles

Features of social intelligence of future teachers

The analysis of researches of number of foreign and home authors (N. Cantor, J. F. Kihlstrom, J. C. Raven, C. Rogers, A. A. Bodalev, Kh. T. Sheryazdanova, A. R.. Yermentayeva and others) proves that the development of communicative competence of future teachers is an axiomatic principle. The communicative competence of a teacher includes skills of effective solution of sociopsychological problematic situations in professional and personal spheres. In connection with that, the conception of social intelligence became more well-known in psychological science.

Elements of Teacher Communication Competence: An Examination of Skills and Knowledge to Communicate

In Croatia, a radical change appeared in education in 1995. The Ministry of Education and Science of Croatia approved and funded the research project entitled Information and communication competences of educators that consisted of two parts: theoretical, study of the available literature on the communication competence of teachers in the world, especially in Europe and conduction of research of teachers’ communication skills in Croatia. The study was conducted with the aim of assessing the situation and defining the problems which need to be changed within the education system as to educate the future teachers to be competent for the new challenges associated with the school work. The aim of the research was to get an insight into different aspects of communication competence among primary education teachers. Main conclusions were that teachers do not perceive or connect burnout at work with communication in classroom (they are not aware of their lack of communication knowledge and adequate communication skills). They do not have sufficiently developed skills to manage conflicts and negotiation skills. Communication in the classroom is interpersonal communication with particular students. They do not possess leadership and group communication skills.

Development of Teacher Communication Competence

Communication competence, as a system of knowledge, skills, abilities, motivational disposition, attitudes and properties, is the essential competence of teachers. In the last twenty years teacher communication competence has been one of the most important content of teacher training programmes. However, the effects of teacher communication education have not been investigated systematically; there is not specific comparison of the effects of these programmes between student-teachers and active teachers. Teacher's and student-teacher's communication skills were investigated from 2006 to 2011. The sample consists of student- prospective teachers, prospective subject teachers, and active teachers in Serbia who participated in communication training in the last 5 years. There are differences in some socio-communication skills between the examined groups. In the process of communication education teacher communication competence is increased, its specific competencies emphasized (social sensitiveness, non-violent verbal communication, integrative style of conflict management, interaction involvement).

МОДЕЛЮВАННЯ СИСТЕМИ РОЗВИТКУ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇ КОМПЕТЕНТНОСТІ ВЧИТЕЛЯ ЗАГАЛЬНООСВІТНЬОГО НАВЧАЛЬНОГО ЗАКЛАДУ В ПІСЛЯДИПЛОМНІЙ ОСВІТІ (ЗАРУБІЖНИЙ І ВІТЧИЗНЯНИЙ ДОСВІД)

У статті аналізується зарубіжний і вітчизняний досвід щодо розвитку інформаційної компетентності вчителів загальноосвітніх навчальних закладів у післядипломній освіті. Виділені основні світові тенденції вирішення проблеми моделювання системи розвитку інформаційно-комунікаційної компетентності вчителя загальноосвітнього навчального закладу в післядипломній освіті. Запропонована й пояснена модель безперервного навчання щодо формування інформаційної компетентності вчителів. Виділені деякі шляхи вирішення питання підтримки підвищення кваліфікації щодо інформаційної компетентності вчителів.

Communication anxiety and teacher communication competence among Native American and Caucasian students

This study compared self‐reported communication anxiety and student perceived teacher communication competence among fifth and sixth grade Native American and Caucasian students being taught by Caucasian teachers. A survey of 67 Native American and 51 Caucasian students was conducted in an elementary school located on a Northwestern reservation. Native American and Caucasian students differed significantly only on their communication anxiety associated with approaching new people. No significant difference was found on factors of communication anxiety more specific to classroom communication. Native American students perceived the teachers to have significantly less communication competence. Additionally for Native American students, perceived teacher communication competence predicted reported enjoyment of classroom communication, fear of classroom communication and willingness to approach new people. For Caucasian students perceived teacher communication competence only predicted willingness to approach...

Elements of teacher communication competence

This study employs a perceptual theory of competence to examine the relationships among student‐teachers’ communication skills, motivation, and knowledge in relation to perceived teaching effectiveness, communicator style and teacher credibility. The results indicate that communication skill instruments may be helpful in differentiating successful from non‐successful student teachers.

A needs assessment of research in communication education

Communication researchers were surveyed about the importance of 116 research questions and 24 general areas in communication education to identify future research needs for the discipline. Respondents indicated that priority should be placed on investigations of student and teacher communication competence, the effects of teacher communication on learning, and the development of communication skills in children.

Teacher communication competence: Essential skills and assessment procedures

(1985). Teacher communication competence: Essential skills and assessment procedures. Central States Speech Journal: Vol. 36, No. 1-2, pp. 4-13.

INTERKULTURALNO OBRAZOVANJE KAO NOVA DIMENZIJA ŠKOLSKOG KURIKULUMA KROZ IMPLEMENTACIJU MIGRANATA U REDOVAN ŠKOLSKI SISTEM

Prema Ustavu Republika Srbija neguje human odnos, kako prema svojim građanima kojima je srpski drugi jezik, tako i prema licima koja su se u različitim vidovima migracija zatekla u Srbiji. Sistem obrazovanja i vaspitanja u Republici Srbiji počiva na načelima dostupnosti, pravednosti, kvaliteta usmerenog na dete i učenika. Strani državljani i lica bez državljanstva imaju pravo na obrazovanje i vaspitanje pod istim uslovima kao i državljani Srbije. Škola kao institucija jedan je od najvažnijih oslonaca u procesu celovite podrške koja se pruža učenicima iz osetljivih grupa. Topla atmosfera koja vlada u školi, spremnost nastavnika i učenika da se zainteresuju za kulture kojima novi učenici pripadaju, kao i jezik kojim govore, uslov je za interkulturalno obrazovanje. U ovom radu predstavljena je implementacija interkulturalnog obrazovanja u nastavni proces koji je prilagođen, individualizovan i diferenciran. Trenutno u Srbiji je inkluzivno uključeno oko 700 učenika migranata u osnovne i nekoliko srednjih škola. Čineći bogatijom i raznovrsnijom, kako društvenu tako i školsku sredinu, interkulturalnost podstiče upoznavanje, razumevanje, poštovanje drugačijih stilova života i time proizvodi interkulturalnu osetljivost. Cilj ovog rada jeste da se ukaže, najpre, na značaj interkulturalnog obrazovanja i da se skrene pažnja na razvijanje interkulturalne komunikativne kompetencije nastavnika u školama, kao glavnih aktera ovakve moderne, interkulturalne nastave koja umanjuje diskriminaciju i podstiče toleranciju i razumevanje.