"Pedagogical sciences" / 2. Problems of training of
specialists
Kurtas H. V.
Communal establishment of Sumy
regional institute of postgraduate pedagogical education, Ukraine
PROFESSIONAL COMMUNICATION OF THE
MODERN TEACHER
The reforms in the field of higher education
of Ukraine and long euro integration processes provide today not only
modernization of education, but also improvement of system of preparation,
which will allow the modern teacher to be more competitive in the market of
educational services. The formation of readiness of the expert of a pedagogical
profile to performance of professional activity assumes mastering a certain
level of professional competence, however the practice shows, that today there
is an insufficient level of attention to the process of formation of its
communicative component. In this context the priority
value gets the analysis of approaches to the content of the concept
"professional communication of the modern teacher" which is expedient
for beginning with the analysis of the basic concepts. In
psychology-pedagogical science for the characteristic of this problem are used
two basic concepts: "conversation" and "communication". According
to the chronology, the first was the concept "conversation", and the
term "communication" scientists started using only at the beginning
of the XX century.
Modern
scientists the term "communication" generally understand as
communication, an exchange of thoughts, information and ideas; the specific
form of interaction of people in processes of their cognitive activity which is
carried out by means of language [8], transfer of this or that contents from
one consciousness to another by means of the signs, recorded on material
carriers [7], informational connection of the subject with this or that object
- a human, an animal, machine, the interaction type between people, assumes the
exchange of information [5], speech practice, verbal behavior, use of language
units in speech [3]. The
analysis of the concepts convinces: researchers scientists are unanimous that
the main thing in communication is an adjustment of an effective mutual
translation of information between two sides of process by means of signs. The
concept "conversation", in the mentioned scientific sources is
considered as difficult multidimensional process of establishment and
development of contacts between people, generated by the requirement of joint
activity, which includes the exchange of information, elaboration of the
uniform strategy of interaction, perception and understanding of other person;
difficult and many-sided process, which can act at the same time and as the
process of interaction of individuals, and as informational process, and as the
relation of people to each other, and as process of their mutual influence at each
other, and as empathy and mutual understanding process; process of
interrelation and interaction of public subjects, in which there is an exchange
of activity, information, experience, abilities, skills, and also results of
activity; the concept describing interaction between people also characterizes
basic need of the person - to be included in society and culture [6].
In
scientifically - pedagogical literature the content of the concepts
"conversation" and "communication" is treated differently
and therefore its analysis allowed defining some approaches to a question of
their ratio and interrelation. Supporters of the first approach identify the
concepts "conversation" and "communication". As a rule, the
basis for identification is allocation of the key aspect of definition of the
process, characteristic both for conversation, and for communication -to the
process of interaction. Counterbalance to these views is the position of G.
Andreyeva, M. Kagan, A. Sokolova, which prove illegality of an identification
of the concepts "conversation" and "communications" and
justify the bases for their diluting.
So, M.
Kagan, emphasizing the relation of the processes of information mentioned
above, noted their dissimilarity on the following bases: 1) conversation is directed
on joint development of information, and communication - on its transfer and
receiving 2) communication is monological, conversation is dialogical, 3) in
the course of communication the information decreases in a communication
channel, and in the course of conversation it increases 4) conversation is
assumed by a free admission and exit of the participants, and communication -
is obligatory for participants 5) the communication act impersonal, the same
information can be addressed to different recipients, and conversation - is
always focused on identity of the partner, his character, experience, outlook,
the relation to the act of conversation[4].
G.
Andreyeva considers that the concept "conversation" is broader, than
the concept "communication": in communication structure she allocates
three interconnected sides - communicative, interactive and perceptual.
"The communicative side of communication consists in exchange of
information between the communicators. The interactive side consists in the
interaction organization between communicators that is not only in the exchange
of knowledge, ideas, but also actions. The perceptual side of conversation
means the perception process and the partners' cognition each other in
conversation and the establishment of the mutual understanding on this
basis" [1, page 247]. Thus, according to G. Andreyeva, communication acts
as information component of conversation.
Worth
also the opinion of A. Sokolov, who considers that a ratio of the concepts
"conversation" and "communication" more difficult and
depends on the type and a situation of communication, motives and the purposes
of the subjects. In his opinion, conversation is one of forms of communication
activity; purposes of partners in communication lie in the basis of allocation
of these forms; oral communication always is a part of conversation, however
conversation can be carried out and without verbal communication, therefore
oral communication can be a part of conversation, and can settle completely the
content of spiritual conversation of person, becoming identical to it.
Thus,
the comparative analysis of the concepts of "conversation" and "communication"
testifies that their contents has in common - interaction process for the
purpose of transmitting information, the message, the exchange of opinions. We
share G. Andreyeva's position and we consider communication as part of
conversation. At the same time A. Sokolov's remarks are important that the
relations between these concepts depend on type of conversation, motives and
the purposes of subjects, and also on a situation of conversation. In the
situations of spiritual conversation, where informational exchange is a main
goal, and oral speech - a leading means, communication can become identical to
conversation. He
offered 4 types of communication:
material, genetic, mental and social. The variety of social communication is
professional communication. Appropriate level of their formation provides the
development of humanitarian qualities of the expert - skills of an effective
communication, team work, critical thinking, and ability to the continuous
studying, understanding of the professional ethics and responsibility on
decision-making. At the heart of the above-mentioned humanitarian qualities,
lies the ability of the expert to receive information, work with it
competently, to transform and adequately to inform it to the colleagues.
It
should be noted that questions of professional communication of modern teachers
were considered in the researches of N. Burtova, N. Vorobyova, T. Vostrikova,
I. Gavrilova, E. Dozortsev, M. Kashapov, V. Kozlov and others. The analysis of
the approaches presented in these researches to the interpretation of the
concept "professional communication of the modern teacher" allows to
allocate its main characteristics: the process of emergence of mutual
understanding in a certain professional area; the process of exchange of
information between experts and professional communication of experts of the
corresponding profile can be one of the ways of professional development;
includes open system of knowledge in the field of communications and the
informational technologies, professionally focused information and
communicational abilities, which updating happens in the real professionally
focused situations; allows to solve the problems of improvement of partnership,
acceptances of common goals, adjustment of contacts with colleagues,
negotiating and ability to work in team; promotes successful and easy
occurrence of the young specialist in professional surrounding; allows to
design professional communities; it is directed on self-development and
self-improvement of the expert in professional activity. However, the most
complete characteristic of the concept "professional communication of the
teacher" is provided by N. Vorobyova, who treats it as
"professionally caused process of the exchange of information between
representatives of one profession in cognitive and creative activity, that is
aimed at the development during which the professional communities are created,
which are characterized by certain norms of thinking, behavior and interaction
between its members" [2] and
notes, that professional communication includes open system of knowledge in the
field of communications and the information technologies, professionally
focused information and communication abilities which updating happens in the
real professionally focused situations. The scientist pays attention
that the following components have to make the structure of professional
communication of the modern teacher: motivationally-valuable
(it is shown in aspiration to professional communication, in emergence of
communication requirements; the motivation to active professional communication
with colleagues and participations in professional communities includes
external and internal motives, cognitive
(characterizes the knowledge of forms, types, means and ways of communication,
its roles in pedagogical activity, the knowledge of communicative codes,
strategy, tactics, ability to interpret information and to use its different
types, allows effectively to carry out
the professional communication and to reach a goal, that is to solve
professional problems), activity
component (includes abilities: prospecting oriented, constructive,
organizing, gnostic and reflexive (consists in ability to comprehend, analyze
and look through own experience of professional communication; is a basis of
development of professional reflexive qualities, such as a self-assessment,
self-knowledge, self-checking).
Thus, professional activity of the modern teacher is impossible without
communication and conversation. In modern conditions of globalization
processes, the variety of professional information streams and introduction of
interactive technologies in all fields of activity of the teacher the
professional communication is one of the main means to solve professional
tasks. The modern teacher must not only effectively carry out teaching
activity, but also to be adjusted on productive establishment and development
of the professional contacts, aimed at productive exchange of information and
elaboration of uniform strategy of interaction, on perception and understanding
of interlocutors, after all today teachers represent important professional
group which promotes society cultural development.
Literature:
1.
Andreyeva G. M. Social psychology: [the
textbook for higher education institutions] / G. M. Andreyeva. – M.: Aspect
Press, 2008. – 363 pages.
2.
Vorobyova N. A. The structure of professional
communication in education [An electronic resource] / N. A. Vorobyova//Letters
in Issue. Offline: scientific and pedagogical internet-magazine the Russian SPU
of A. I. Herzen). – 2009. – March. – Access mode to magazine. : http://www.emissia.org/offline/2009/1314.htm.
3.
Darmoroz G. A. Formation of foreign-language communicative competence
[Electronic resource] / G. A. Darmoroz. - Access mode: http://archive.nbuv.gov.ua/portal/Soc_Gum/Apfil/2011_1/Darmoroz.pdf.
4.
Kagan M. S. World of communication: problem of the intersubject
relations / M S. Kagan. – M.: Politpubl, 1988. – 319 pages.
5.
Communication [Electronic resource] / Academician: [Internet-collection
of dictionaries and encyclopedias]. – Access mode: http://dic.academic.ru/dic.nsf/enc_philosophy/543COMMUNICATION.
– The name from the screen.
6.
Communication [Electronic resource] / Academician: [Internet-collection
of dictionaries and encyclopedias]. – Access mode: http://ped_recheved.academic.ru/129.
– The name from the screen.
7.
Sokolov A. V. General theory of social
communication: [manual] / A. V. Sokolov. – SPb. : V. A. Mikhaylov's publishing
house, 2002. – 459 pages.
8.
Chaika G. L. Kultura of business communication
of the manager: [manual] / G. L. Chaika. - M.: Knowledge, 2005. - 442 pages.