Pedagogical-psychological conditions of teachers’ professional actions preparation development

Zhanybekova T.I.

Ust-Kamenogorsk city

Head of «Day Care Center №6 Kunshuak»

Two close but different notions of expertise in something and competence are differentiated, but both have a direct bearing on professional training of teachers. Pedagogical expertise is the circle of questions, which determines teacher’s duties. Pedagogical competence characterizes indispensable level of knowledge and skills necessary to be learnt.

Communicative competence is the average “column” of teacher’s professionalism because the meaning of pedagogical actions is interrelations with children. Pedagogical communicative competence consists of specified scientific knowledge and research abilities system.

Social developed intellect plays a great role in determination of communicative responsibilities. Social developed intellect also plays a key role in communicative tasks solution. One western researcher, G. Marlow, characterizes it like a special type of human intellect, which is of no measuring with the help of standardized texts. It provides an objective reflection of the world.

G. Marlow, D. Gilford and other social psychologists made a conclusion about independence of those types of intellect functioning. They even accentuate that traditional verbal education, which is taught to specialists, may be an obstacle to social intellect development.

There are the following character features of social intellect:

1) specialist’s readiness to collaboration;

2) personal interest in the welfare of others;

3) emphatic interest and personal compassion, defined value relation to oneself and others;

4) determination of defined value relation to oneself and others.

As special mind quality, social intellect allows to understand a child, motivation of behavior and to know his personality. In the structure of pedagogical mastery division of abilities is common (N.V.Kuzmina, A.O.Abdulina and others). On the basis of that in pedagogical category the educative interrelations is the foundation, some blocks of pedagogical professional communicative mastery may be singled out:

1) Social psychology;

2) Aesthetic morality;

3) Aesthetic;

4) Producible.

To the social-psychological block we can relate encouragement of children to interrelations, good influence, making up reflective situations, understanding of individual personality of each child and the whole group in general, adequate perception of children, understanding of statuses’ structures, prediction relations between subjects, ability to use verbal and nonverbal proxemic communicative influence mechanisms such as to carry away, to convince, to assure, to identify and so on.

To the aesthetic morality block’s structure we can relate humanity, making interrelations on the basis of democracy, following professional ethics and its principles and rules, approving of a child’s personal author, organization of creative alliance with each child and the whole group, ability to create aesthetic positive interrelations.

To the aesthetic block we can relate coordination of internal and external reflection of personality, artistry, aesthetic peculiarity, teaching children of cultural interrelations, activating their emotional character, experience of interrelations gladness, ability to lay the foundation of tender sentiments.

To the producible block structure we can relate ability to use educative instruments, methodology, methods, forms, ability to choose optimal work in interrelations, ability to use the pedagogical tactics, organically join communicativeness and the subject, ability to provide effectiveness of upbringing.

The main teacher’s personalized quality in the structure of communicative competence is sociability.

V.A.Kan-Kalik named it as professional pedagogical relation /1/.

Appeared on the basis of relation necessity the interrelations of personality forms during the whole life. Its appearing depends on individual psycho-physiological peculiarities, to be more concrete, it depends on nervous system types.

The first condition of pedagogical sociability formation is forth of nervous system.

There are formal-dynamic and substantive characteristics of behavior. Formal-dynamic behavior is characterized by freedom or constraint, lightness or pressure, activeness or passiveness, independence or dependence. Due to the fact of interrelations reflection they are divided in very low, low, small, high and very high interrelations.

Researches made by A.I.Sherbenko showed different psycho-dynamic interrelations of high pedagogical educational institution students. In spite of that fact, there is no reason to make pessimistic prognosis concerning formation of necessary communicativeness quality.

B.S. Ivanova noted that psychological interrelations formation is influenced not only by psycho-physiological abilities, but also social factors play a great role in this process. It also was noted that social factor influences on substantial and dynamic sides of relations, on its style.

Considerable sign of pedagogical sociability is teacher’s personal abstraction while sharing gladness of interrelations.

A.A. Leonov related teacher’s ability as communicant to carry children away with “his personal cordiality”/2/.

Teacher’s ability to arouse emotional enthusiasm in pupils is conditioned by several factors, one of the most considerable one is professional erudition, then creative personality, general morality and high aesthetic culture, also pedagogical mastery and ability to create good interrelations.

To the leading properties of psychological communicativeness we can relate the following:

1) necessity to communicate with children;

2) emotional character;

3) advantage of satisfaction feeling;

4) mutual personality abstraction;

5) understanding of children, ability to create individual and group relations;

6) constructive solution of interpersonal conflicts;

7) humanism and democracy of interrelations;

8) aesthetics of interrelations.

The communicative competence development is necessary to consider as the process of personal development, and its diagnostics as personal diagnostics and personal analysis.

As innovational direction pedagogical relation is based on social psychology and pedagogical influence, and it allows understanding not only communicative problems but it can help to solve pedagogical researches effectively.

It is necessary to be able to understand interrelations of modern children. It can be reached by trainings, group discussions, role playing, and seminars about interrelations, conferences and self-upbringing.

Interrelations development begins with self-rating and upbringing. A person must clearly know which qualities he must bring up. Self-rating forms due to comparison of person’s own actions with actions of others. Adequate self-rating allows setting self-upbringing goals correctly.

Along with self-rating some methods of stimulation can be applied, e.g. how to order, to convince, to support, to control, to regulate, to stimuli oneself.

Orders to oneself can help to restrain emotions, show authority and meet ethics requirements.

Some daily uninteresting actions which have been performed during several years can bother, but morally normative professional responsibility in relation with labour may help a person to do such things or official duties. In this case self-ordering will help. It can help to make an effort to overpower unwillingness.

Self-convince helps to control one in complicated situations without exceeding the limits of generally accepted cultural norms. Personality is used during the process of any quality self-upbringing. But it must be mentioned that to different forms of self-convincing need to be applied one condition – there must be strictness and correct persuasion in a mandatory manner. As in some researches were shown many teachers use the method of self-convincing systematically. Absence of self-upbringing theoretical basis reduces the effectiveness of such methods.

Self-maintaining means that person’s successfulness is undiscovered moral and intellectual abilities of willing, it allows person to believe in his powers. For self-maintaining it is not necessary to eliminate your shortcomings, you should only change your attitude to them.

Self-regulation allows to keep oneself well in hand and to relax. Self-regulation is very important in interrelations with children.

Self-control allows being tolerant in interrelations with others, accepting their shortcomings, weakness, and mistakes with tolerance.

Self-correcting means corrections which allow you to keep you well in hand, ability to calm down yourself in complicated situations. Self-correcting changes negative thoughts and feelings, allows creating harmonious construction.

Self-stimulating means usage of punishment and encouragement methods.

For the sake of effective process of self-upbringing it is necessary to make up an upbringing program. Usually in such programs goals are set and list of work to achieve these goals is enumerated. In such programs personal peculiarities of a man are considered, also his level of development and preparation and accurate possibilities for self-upbringing are determined. Realizing such self-upbringing program it is necessary to believe, not to postpone problems solution, to be patient and resolute. In case of failure persistently repeat actions which can help to achieve your goals or search for other methods of self-upbringing depending on situation./3,б.232/.

Group disputes are used as method of active guidance in interrelations teaching. In group disputes teachers tell each other their own experience, make an analysis, and i.e. participate in communicative programs developing exercises.

Such exercises are very important, because teacher’s social-psychological competence is the considerable part of pedagogical mastery. Accepting of group disputes in teacher council’s agenda by methodic associations will be purposeful.

Considering real pedagogical relations on pedagogical meetings, teachers can make possible decisions; choose form of character which is proper for set goals. In such cases, the analysis allows participants forming of psychological thinking and finding out any possible way out from complicated pedagogical accidents.

LIST OF REFERENCES

1. Kan-Kalik. V.А. To the teacher about pedagogical communication. М., 1989.

2. Leontiev A.N. Questions of childish psychology. М., 1948

3. Petrovskaya L.A. Theoretical methodical problems of psychological training. М., 1982

Annotation

In this article pedagogical communication peculiarities and its psychological side are considered. Ways of students’ readiness for communicative dialog development are determined. The analysis of psychological-pedagogical literature concerning that theme is performed; theories of pedagogical communication of such researches as A.A. Bodaleva, A.A. Leontiev, M.I. Lisina were considered

The theoretical significance of this research, i.e. research of students’ pedagogical communication, is the necessity of psychological methods implementation, which will help students to form some skills of pedagogical communication.

Some practical methods of communicative skills development were offered.