The article considers the problem of teacher's professional communication through the prism of his/her communicative competence formation. The authors present their own approach to the essence of the concept “communicative competence”. The value of personal qualities of the teacher in establishing communicative relations in the system “teacher-student” and professional development was found out. The aim was to determine the features of the formation of communicative qualities of the elementary school teacher, the application in practical activity; the main conditions and techniques of development of successful pedagogical communication; the characteristics of the structure of communicative competence. To disclose the issue of communicative competence we used general scientific methods (analysis, synthesis, comparison), interdisciplinary (interview, conversation, observation) and methods of mathematical statistics. In order to empirically study the process of formation of communicative competence of a teacher, we conducted research among students who had experience of practical classes in elementary school. The sample consisted of 200 applicants for the specialty “Elementary education”. The results showed that the dominant majority of the respondents have no difficulties in professional communication. They are able to provide students with the necessary instructional material and establish a trusting relationship with them. However, the presence of students insecure about their own communicative competence indicates the need to introduce new approaches and methods of practical training of future specialists into the educational space of higher education.
Analysis of design thinking as an innovative method of forming creative skills in students is the goal of the investigation. To write the article, general scientific methods were applied. From the theoretical pedagogical methods, we highlight the approaches of concretization, generalization and abstraction. In particular, the terminological discussions regarding the concept of design thinking are defined in the results. Also in the results it is shown the connections between the development of creativity and employment; the features of the stages of its use in the education process, the role of design thinking in the formation of creativity are elaborated. In our opinion, design thinking is a principle of joint research that influences the formation of innovative team solutions and the solution of complex problems. It is concluded, that the following criteria of design thinking are the main ones: focus on cooperation, participation, anthropology and conducting experiments. Usually in pedagogy, a certain division into stages is used in the use of design thinking: empathy, focus, generation of ideas, prototyping, testing. Modern top managers recognize that the fascination with the creative component harms production processes.
The article focuses on describing the phenomenon of design thinking on the basis of synergetic approach methodology. The author studies the category of design thinking as a methodology of generating innovations, as well as determines its characteristic features, namely, accumulating ideas with the help of creative thinking; making risky decisions at the primary stages of a project; empathy with the user of the service; no fear of failure; testing ideas on a number of customers in advance; ergonomic value of a service or product. The realisation of the synergetic approach in accord with the category of design thinking is described by means of the main principles of synergy, including its homeostatic, hierarchic and open character, linearity / non-linearity, observation. The author comes to the conclusion that design thinking as a methodology of solving non-linear tasks is an open system with non-linear relations between the components and sub-systems which is capable of self-development and self-organisation. Moreover, the development of such a system includes the processes of bifurcation which re-direct the self-development of a system towards innovation.
The article focuses on the notion of communicative competence. It also defines and characterizes the structural components of design thinking, including empathasing, focusing, ideation, prototyping and testing. The skills and abilities associated with the communicative competence and applied at every phase of design thinking are determined. The main abilities of the communicative competence which are important for design thinking include the abilities to establish rapport with people, provide for relaxed communication, control one’s own emotions, analyse the situation, listen and understand what is being said.
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