Taubaeva G.Z.
Kazakh state
feminine pedagogical university
FORMATION OF COMMUNICATIVE COMPETENCE OF THE FUTURE TEACHER IN THE
COURSE OF PEDAGOGICAL COMMUNICATION
Communicative
competence as a part of culture of communication is necessary
socially-psychological condition of achievement of pedagogical skill and
successful professional work of the future teacher. Development of skills of
communication represents mastering process by cultural tools of communication and
ethical standards of behavior which are developed during socio-historical
practice and are accepted in that socially cultural group to which this or that
person belongs to. Now in the conditions of introduction of idea of pedagogy
such "cooperation", "communication", «co-control» in school
practice, inevitably increase the requirements to the communicative party of
pedagogical activity. Thereupon an actual problem of the higher school is the
preparation of students for productive professional-pedagogical communication.
Profession of the
teacher - one of rather difficult professions. Centuries the saved up
pedagogical theory containing positions, ideas how education should be made,
frequently doesn't give concrete answers to questions of daily practice. Therefore
the future teacher of primary classes needs to learn to find decisions in
various pedagogical situations independently, to form professional competence
[1]. Numerous researchers of problems of professional pedagogical work give a
priority to its communicative component, and connect the efficiency of
pedagogical communication in the educational relation with the certain
properties, motives, positions, an orientation of the person of the teacher.
So, the majority
of teachers of initial classes prefer authoritative style of communication
which in the most negative forms can be shown in propensity to imposing of the
thoughts and will by another, in aggression, basic inability to communication.
And on the contrary, socially-communicative competence of the teacher allows to
realize optimum possibilities and abilities, helps to endure pleasure from
contacts, confidence of own forces.
Therefore, the
problem of an intensification of development of socially-communicative
competence of the future teachers as harmonious connection of theoretical and
practical knowledge in the field of social communications in a vocational
training context is actual for the higher school of Kazakhstan.
The communicative
aspect occupies an important place in activity of the teacher, but
communicative competence is not only the success of the future teacher in
communication, but the success of realization of the purposes and problems of
training [2]. Communicative competence is usually understood as ability to
establish and support necessary contacts with people. The structure of
communicative competence includes some sets of knowledge, the skills providing
effective course of communicative process. Such competence assumes ability to
expand (or to narrow) a circle of contacts and abilities to vary its depth
(ability to conduct communication at different levels of trustfulness) to
understand and to be understood by partners in communication.
E.V.Prozoval in
the researches, defining communicative competence as the formation functioning
and developing in the presence of certain conditions, considers that the future
teacher should possess three blocks of knowledge [3]. The first block is
factual-logical knowledge of features of communication, depending on a gender,
age and specific features of children, understanding of mechanisms of
communication, knowledge of role instructions and expectations, knowledge of
etiquette etc. Procedural-technological knowledge makes the second block.
Knowledge of mechanisms of perception rules of hearing, ways of deduction of
attention, self-control concerns them, etc. The third block includes conceptual
knowledge of essence of the humanism, leading pedagogical ideas, structures of
mutual relations, the general theory of communication etc.
Certainly, the
future teacher should learn to use communicative knowledge for a available
situation, communication levels to diagnose the communicative possibilities.
The problem consists that many pupils of pedagogical high schools well own a
technique of training and know a technique of after-hour educational work, but
they are weak in the sphere of an establishment and maintenance of relations
with pupils and other participants of pedagogical interaction. In teaching and
educational process the important role is given to interpersonal relations,
communication, psychological aspects of interaction of the teacher and the
pupil. Inpreparation of the future teachers is expressed that students often
don't have contact with pupils, confidential relations, they can not correctly
to leave the conflict situations, to conduct individual work with pupils, to
cooperate with teachers. There are so many reasons for that, the main consists
that in the pedagogical educational institution they teach to a technique of
teaching of a subject, and not enough attention is given to communication
psychology, development of communicative abilities in the future teachers.
The problem of a
communicative orientation of the teacher is especially important at elementary
school. It is connected by that at younger school age the aspiration to
adaptation prevails over requirement for an individualization. The teacher
becomes the significant person for pupils of elementary school, and its opinion
– the most essential and authoritative.
Therefore the
character of relation with the teacher defines the emotional state of pupils,
influences all process of formation of their person.
Prominent aspect
of activity of the teacher is the
question on pedagogical abilities and personal qualities. Pedagogical abilities
define as property of the person which are a condition of successful
performance of certain kinds of activity. Character traits, such as
tactfulness, insistence, justice, understanding of other person, a versatility
of interests, purposefulness, love of children, responsiveness, observation, it
is possible to carry them to preconditions which are conditions for development
of pedagogical abilities.
Concerning, the
teacher of initial classes, allocate following personal qualities:
1. Propensity to
training and education of children of younger school age (love of children of
younger school age as the special warm attachment caused not by professional
duties of the teacher, and the present requirement to love and care of children
of younger school age. This requirement is one of the major professional
qualities).
2. Special
preparation - sufficient volume of special knowledge and abilities which the
teacher of elementary grades own (knowledge of school subjects and a technique
of their teaching and features of pupils of elementary grades owns).
3. Abilities to
use game methods of training and education (development of this ability in the
teacher of elementary grades should be above, than at other teachers).
4. Development of
psychomotor abilities of the teacher, small motility of his hands, necessary
for a calligraphical writing of letters, figures, etc.
5. Identical
development of abilities both to humanitarian, and to mathematical sciences
[4].
The competence
approach in formation assumes that professional formation of the teacher
includes such components, as professional competence, self-realization,
self-actualization. And the teacher in an education system not the amorphous
person who has been torn off from a reality of life, and the spontaneous person
which by means of a permanent job over itself improves the professional and
personal qualities, the purpose and which sense consists in learning to be the
best person, realizes harmony of relations of and the world through achievement
limiting domestic and professional values, thereby promotes development and
formation of children.
Literature:
1. Podlasy I.P. “Pedagogy of secondary school”, Vlados 2001
2. Gapeenko S.M. “Communicative direction of the teacher, who realizes the
principles of Educational sustems” 2004
3. Prozorova E.V. “Communicative competence of the teacher”, Moscow 1998
4. Nikolayeva M.V. “Features of personal and professional development of
the teacher in secondary school in pedagogical activity” 2004, ¹12