Pedagogical models of forming empathic and communicative competence of students The process of formation of empathic and communicative competence of students of pedagogical universities is explained by the fact that empathy and communicative activity are the most important components of the general professional-pedagogical training of students of pedagogical universities. Constructs and conditions for the effective functioning of the process and competence models for the formation of empathic and communicative competence of students of pedagogical universities, which allow to realize communicative and interactive technologies, including various forms of interaction with students, are created. The main one is communication based on certain social stimuli-cultural symbols, language, body movements, gestures, facial expressions, pantomimes, intonations, and an important phenomenon of self-development-the ability of people to represent themselves as objects of their own thoughts. The proposed models will allow the formation of empathic and communicative competence not only on the basis of social experience but also thanks to social contacts, including empathic listening and language communication. The results of theoretical analysis and empirical research can be used in the organization of the study of pedagogical disciplines by students of pedagogical universities and subject teachers in educational organizations in the educational process and organization of pedagogical management.
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The relevance of the problem of participative training of students in pedagogical universities arises from the socio-economic changes that required a revision of the main positions of higher pedagogical education. Based on the conceptual and terminological analysis, a terminological set of basic concepts of the studied issue was created. These terms include participative, participativity, pedagogical participativity, participative teacher training. Following the analysis of the authors’ understanding of participative training of students in pedagogical universities, the main characteristics of participative teacher training were identified. The article presents the authors’ definition of the concept of participative teacher training, which is understood as a training system (theoretical, methodological, practical) that pursues the formation of participative competence, reflecting the new subject-subject relations of a teacher and a student, characterized by equality, cooperation, co-management, common interests, views and values, creativity and pedagogical empathy. As a result of the theoretical comprehension of the studied issue, a competence-based and process model of participative teacher training was created. The model reflects the essence and the dynamics of the process under investigation. The process model consists of value-based motivational, activity-contensive and reflective-corrective units. The value-based motivational unit determines the activity that ensures the adoption of pedagogical and universal values forming the internal, emotional orientation of the behavior and the activities of a future teacher. The activity-contensive unit determines the formation of participative competence and the features of this process. The capability for critical introspection and awareness of one’s activity on the basis of reflection characterizes the reflective-corrective unit. The competence-based model represents the formation of participative competence on the part of the formation of participatory competencies: basic and special ones. The basic competencies show in a most general way the participative activities of future teachers while the special competencies reflect its specific characteristics. The methodological analysis of the essence of the studied issue made it possible to identify the methodological foundations: system-activity, participative and competence-based approaches.
Training education students of pedagogical universities how to organize civic-patriotic education in secondary schools is a relevant problem due to the latest socio-economic changes and the following revision of the main positions of higher pedagogical education. Based on the conceptual and terminological analysis, we determined a terminological series of basic concepts of the studied problem, such as civic consciousness, patriotism, civic-patriotic education in secondary school, training of education students in civic and patriotic education for secondary school children. Based on the analysis of the author’s positions on the process of training education students in civic and patriotic education for secondary school children, the main characteristics of such training were highlighted. The article presents the author’s definition of the concept of ‘training education students in civic and patriotic education for secondary school children’ that is understood as a training system (theoretical, methodological, practical), the purpose of which is the formation of competence reflecting the maturity of corresponding competencies in students. Based on the theoretical conceptualization of the studied problem, a process model for training education students in civic and patriotic education for secondary school children was created. The model, reflecting the essence and dynamics of the process under study, consists of values-motivational, content-activity and reflexive-corrective stages. The values-motivational component determines the activity that ensures the adoption of pedagogical and universal values that guide the internal emotional orientation of the behavior and activities of the future teacher. The con-tent-activity component reflects the peculiarities of the process of training education students in civic and patriotic education for secondary school children. The ability for critical self-analysis and aware-ness of one’s activity on the basis of reflection characterizes the reflexive-corrective component. The methodological analysis of the phenomenon under study made it possible to single out the methodological foundations, such as systemic, activity-based and axiological approaches.
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