Pedagogical models of forming empathic and communicative competence of students

Шкитина, Наталья Сергеевна; Гнатышина, Екатерина Викторовна; Kasatkina, Natalia S.; Nemudraya, Elena Yu.; Циулина, Марина Владимировна

doi:10.32744/pse.2019.3.8

Cited by 4 publications

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“…The author considers empathy as an emotional-rationalintuitive form of reflection of another person. According to the author, the rational point in empathy lies in the analytical processing of information about another person coming simultaneously through different sensory channels; emotional aspect is associated with understanding of another person based on one's own emotional experience, through emotional associations and transfers; intuitive aspect is reduced to the subconscious processing of information about a partner, an unconscious comparison of it with the past experience [6].…”

Section: Materials and The Results Of The Researchmentioning

confidence: 99%

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Pedagogical empathy as a professional resource to create an inclusive environment

2020

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The article is devoted to one of the most important components of interpersonal communication between teachers and students - empathy. The article discusses the features of the pedagogical empathy of teachers of correctional schools teaching children with mental retardation and teachers of secondary schools. The research is based on the definition of empathy given by I.M. Yusupov, who, considering empathy in the framework of the ways of understanding (rational, emotional and behavioral) and emphasizes that empathy occupies a key place in a person’s understanding of objects of social nature; in the acquisition of communicative competence by a person in the effective interaction of a teacher and a student [1]. The purpose of the study: to identify the level of empathy, the structure of empathy among teachers of correctional schools. The study involved 107 teachers. 57 of them are teachers of correctional schools, 50 are teachers of secondary schools. The age range of the study participants ranged from 36 to 45 years. Teaching experience - from 8-11 years. Research methods: diagnostics of the level of empathic abilities according to V.V. Boyko, “Balanced Emotional Empathy Scale - BEES” by A. Mehrabyan as modified by N. Epstein, “Determination of personality orientation” by B. Bass. To identify the statistical significance of the differences, the Student’s t-test was used. The interdependencies between psychodiagnostic indicators were studied by the method of correlation analysis using Spearman’s rank correlation coefficient. The results of the study showed that teachers of correctional institutions are distinguished by significantly higher indicators, compared with teachers of general education schools, of rational, emotional and intuitive channels of empathy, less representation of emotional barriers in communication, greater focus on emotional communication and a variety of forms of empathic response.

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Section: Materials and The Results Of The Researchmentioning

confidence: 99%

“…Gavrilova, Yu.A. Mengeritsky and others [6,7,8,9]. Multiple meanings of the term are due to the fact that the concept of "empathy" in studies by psychologists corresponds to the variety of concepts such as empathic interaction, empathic reactions, empathic capacity and empathic relations [4,8].…”

Section: The Objective Of the Workmentioning

confidence: 99%

Pedagogical empathy as a professional resource to create an inclusive environment

2020

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“…Nemudraya, M.V. Tsiulina [19], who considered the constructs and conditions behind the effective functioning of the process model facilitating the development of empathic and communicative competence of pedagogical university students [20], the behavioral patterns of future teachers are presented in the publications of S. Shedrina, E.N. Tkach, V.A.…”

Section: Literature Reviewmentioning

confidence: 99%

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2020

IJAEP

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This paper deals with the challenges of developing communicative competence representing a fundamental competence in the framework of future teacher professional training. The authors believe, that the above competence is underpinned by the speech mastery of a teacher and effective communication practice. The authors identified contradictions in the existing system of communicative training and outlined the way forward for developing communicative competence of students in pedagogical universities in the context of implementation of the new Federal State Standard of Higher Education. Communicative competence is viewed as a universal transprofessional meta-competence, which should be developed, first of all, through subject areas with philological focus, offering special assignments aimed at developing practical communicative skills: language, speech and rhetorical skills necessary for further professional activity of a teacher. The research carried out by the authors, supported by theoretical analysis, synthesis, classification and generalization, and method of pedagogical design, made it possible to refine and adjust the variable part of curricula, to make substantial changes in the design of programs and classes for students seeking Bachelor's degree in the field of training Pedagogical Education, specialties Primary Education; and Pre-school Education. Primary education. The presented methodological experience indicates possible ways to eliminate the identified contradictions in the context of raising a future teacher.

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Structuring models of pedagogical management of educational institutions in crisis conditions

Ахулкова¹,

Тонких²

2022

Management of Education

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В условиях развития современного общества невозможно представить себе существование эффективного государства без действенной системы управления образованием, отвечающей требованиям современности. Образование является государственным приоритетом, обеспечивающим инновационное, социально-экономическое и культурное развитие общества. Финансирование образования является инвестицией в человеческий потенциал, устойчивое развитие общества и государства. Формирование образования стало прямым результатом обновления образовательной системы, ее полноценного вхождения в новые социально-экономические и политические условия. Одним из важнейших факторов, способствовавших появлению новых учебных заведений различной формы собственности, является расширение финансовых возможностей тех, кто получает образовательные услуги. Реформационные изменения в России, которые происходят в ее социально-экономической сфере в целом и в образовательной в частности требуют реализации действенного государственнообщественного управления учреждениями образования. Применение обновленных подходов и методов государственно-общественного управления учреждениями образования требует обеспечивать собственно и общегосударственный, социально-экономический рост. In the conditions of the development of modern society, it is impossible to imagine the existence of an effective state without an effective education management system that meets the requirements of modernity. Education is a state priority that ensures the innovative, socio-economic and cultural development of society. Education financing is an investment in human potential, sustainable development of society and the state. The formation of education was a direct result of the renewal of the educational system, its full-fledged entry into new socio-economic and political conditions. One of the most important factors contributing to the emergence of new educational institutions of various forms of ownership is the expansion of financial opportunities for those who receive educational services. Reformational changes in Russia, which are taking place in its socio-economic sphere in general and in education in particular, require the implementation of effective state and public administration of educational institutions. The application of updated approaches and methods of state and public administration of educational institutions requires ensuring proper and nationwide, socio-economic growth.

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Pedagogical models of forming empathic and communicative competence of students

Cited by 4 publications

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Pedagogical empathy as a professional resource to create an inclusive environment

Pedagogical empathy as a professional resource to create an inclusive environment

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Structuring models of pedagogical management of educational institutions in crisis conditions

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