В монографии рассматривается актуальная проблема обеспечения продуктивной совместной деятельность преподавателя и обучающегося, их конструктивного сотрудничества и партнерства в условиях переноса учебного процесс в виртуальное пространство, развития смешанных и гибридных форматов обучения и расширения коммуникационной составляющей в их взаимодействии. Описана специфика педагогической деятельности в условиях цифровизации общества и роль цифрового имиджа преподавателя для эффективного взаимодействии с обучающимися, рассмотрены потенциальные образовательные риски и риски цифровых коммуникаций, представлены этические нормы педагогического общения в условиях гуманизации образования. Результаты теоретического исследования сопровождаются эмпирическим материалом пилотажного исследования существующих сложностей осуществления удаленных педагогических коммуникаций и рекомендациями по нивелированию их негативных последствий. Монография адресована преподавателям и исследователям проблем трансформации образования.
The article analyzes the focus of modern pedagogical education on the development of a professional teacher capable of updating personal and creative potential. The author uses the following methods: analysis and synthesis of thematic scientific information, results of research by specialists in the area under consideration; synthesis and systematization of facts and provisions; pedagogical observation. Also, it substantiates the main conditions for the professional formation of a graduate student-future teacher: the development of professional self-consciousness, the formation of frustration tolerance, communicative competence, the need to develop personal and professional competencies. Experience of introduction of practical-oriented system of training aimed at formation of pedagogical orientation, development of professional pedagogical thinking, social-perceptual and communicative skills of graduate students-future teachers is presented. The article proves the need for a value and meaning orientation of professional training in psychological and pedagogical education, which leads to semantic search and semantic construction in pedagogical activity. Training forms and methods that conducive to the development of personal and professional competencies are described: pedagogical studio, art-therapeutic workshop, communication training; conflict method, analysis of pedagogical situations, analysis of artistic and pedagogical works, mastering of partnership interaction techniques. Awareness of a postgraduate student a future teacher of his potential, prospects for personal and professional growth encourages him to constantly experiment in the course of his professional activity, search, creativity and choice. The sooner the directed personal and professional development of the teacher begins, the more it is possible to predict his psychological well-being and personal growth
The article analyses the orientation and priorities of pedagogical communication in the conditions of humanistic paradigm of education. One of the main characteristics of pedagogical communication is the non-violent nature of pedagogical interaction. Frustration in interpersonal relations, emotional distress, insufficient level of professional self-awareness and reflection lead to the use of violent forms of communication in the pedagogical process. Pedagogical violence is a misplaced emphasis on the attitude of authority of the teacher towards the pupil. Also, it is accompanied by various forms of hostility, aggression and runs counter to the ethics and safety of pedagogical communication. The article proves the necessity of improvement of communicative competence and emotional culture of the teacher as necessary means of ensuring humanitarian adequate pedagogical relations. In addition, it describes the parameters of safe pedagogical communication: the building of trusting and dialogue relations with the pupil, insensitive behavior, the use of non-violent communication technology, clear formulas of speech pedagogical etiquette, technique of constructive critical remark, reduction of emotional tension.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.