FORMATION OF COMMUNICATIVE COMPETENCE OF FUTURE DOCTORS OF PHILOSOPHY IN THE CONDITIONS OF POSTGRADUATE STUDIES
The article is devoted to the formation of communicative competence. It considers the importance of communicative competence in the content and structure of professional training of future doctors of philosophy in the specialty 015 “Vocational Education (by specializations)” in graduate school. T...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Alfred Nobel University Publisher
2020-12-01
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| Series: | Вісник Університету імені Альфреда Нобеля. Серія Педагогіка і психология |
| Subjects: | |
| Online Access: | https://pedpsy.duan.edu.ua/images/PDF/2020/2/20.pdf |
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| Summary: | The article is devoted to the formation of communicative competence. It considers the importance
of communicative competence in the content and structure of professional training of future doctors of
philosophy in the specialty 015 “Vocational Education (by specializations)” in graduate school. The commu- The communicative competence of a teacher of higher education is considered by the authors as an integral personal
education that ensures the effectiveness of communication in the system of professional relations and
provides a conscious understanding of the value of communication for professional activities, mastery of
culture and communication technologies, verbal, nonverbal and computer communication, updating one’s
own communicative experience. The structural components of a certain competence are characterized:
motivational-value (set of motives, adequate to the goals and objectives of communicative activity
(motivation for communicative activity, focus on humanistic communication, the need for communicative
self-improvement)); cognitive (a set of knowledge about the nature and features of communication in
general and professional, in particular, fields, knowledge about communication styles, in particular, about
the features of one’s own communicative style); activity (set of communicative skills (organizationalmanagerial, perceptual-reflexive, expressive)); personal-emotional (a set of personal qualities that
determine the position and orientation of graduate students as subjects of communicative activity, as well
as the emotional manifestation of these qualities (ability to reflect, empathy, contact, observation, stress
resistance)). The principles (contextual learning, communicative interaction, individual support by the
teacher of educational activities of each postgraduate student, internal freedom of a person, joint activities
of subjects of the educational process and reliance on experience of the student, critical self-assessment)
and pedagogical conditions of formation of communicative competence of future doctors of philosophy are
substantiated. conditions of postgraduate study (achievement of communicative orientation in teaching
all disciplines provided by the curriculum of third (educational) level) in stimulating postgraduate students
to acquire communicative competence, ensuring their self-realization in various communications, creating
an atmosphere of partnership between teachers and graduate students interactive learning technologies).
The article describes and analyzes the results of experimental verification of the effectiveness of the
application of pedagogical conditions for the formation of communicative competence of future doctors of
philosophy in graduate schools. The conclusion about the efficiency of application of certain pedagogical
conditions and expediency of their introduction into the process of professional training of future
doctors of philosophy studying in the educational-scientific program “Professional education” (specialty
015 “Professional Education (by specializations)”) is made |
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| ISSN: | 2522-4115 2522-9133 |