scholarly journals A TECHNOLOGY OF COMMUNICATIVE COMPETENCE DEVELOPMENT OF FUTURE DOCTORS IN THE PROCESS OF PROFESSIONAL TRAINING

2020 ◽  
pp. 50-55
Author(s):  
Yu. V. Lomakina ◽  
R. Ye. Bulyk ◽  
M. P. Tymofiieva ◽  
L. Ya. Fedoniuk ◽  
N. Ya. Muzyka
Keyword(s):  
Professional Training ◽  
Communicative Competence ◽  
Role Playing ◽  
Competence Development ◽  
Professional Communication ◽  
Active Listening ◽  
Communicative Behavior ◽  
Role Playing Games ◽  
Characteristic Features ◽  
Meaningful Group

The article analyzed the problem of development of communicative competence of future doctors in the process of their professional training. The characteristic features of the physician communicative competent are distinguished. As a result of research, a peculiarity of communicators is highlighted. A slight percentage of the surveyed have quite significant personal problems that require long-term psychotherapeutic work, that should precede measures directly aimed to the development of their communicative competence. Models of communicative competence development are considered. It is presented a fairly a common feature, namely: competence in communication is understood as a result of quantitative accumulation of communication skills. It is assumed that at some point this number translates the person to a qualitatively new level of communicative behavior. Communicative skills are regarded as means of overcoming the drama of communication. The meaning of the training in the context of professional training of specialists are emphasized and substantiated. The basic training of communicative competence should be focused on developing the skills of active listening and regulation of emotional tension, since these skills allow to greatly solve the drama of communication. The logic scheme of the training is proposed based on the fact that the professional communication of a doctor is considered as a sequence of communication tasks of varying degrees of complexity. The task of the training was to correct the settings of participants regarding communication with people in general and patients in particular; development of abilities to action in unusual situations, forecasting the consequences of people's interaction. In accordance with these tasks, a meaningful group operation is highlighted. The implementation of the program included the use of various psychotechnical methods of work: exercises, rehearsal of behavior, situational and role-playing games, group discussions and discussions, bodily and motor techniques.

scholarly journals Didactic aspects of training of future unmanned aerial systems (UAS) operators in �english for special purposes�

2021 ◽  
Vol 10 ◽  
pp. 177-183
Author(s):  
Alla SAVYTSKA ◽  
Keyword(s):  
Professional Training ◽  
Educational Institution ◽  
Problem Based Learning ◽  
Role Playing ◽  
Professional Activity ◽  
Unmanned Aerial Systems ◽  
Difficult Situation ◽  
Role Playing Games ◽  
Widespread Access ◽  
Teaching Learning

The article notes that nowadays the effectiveness of mastering English, which has long been the language of international communication and interaction for servicemen, is becoming essential. It is noted that there exist unresolved didactic problems reducing the quality of organizational and pedagogic tasks which emerge in the course of training. It is stated that in modern military aviation practice military pilots� professional activity is to a great extent characterized by their communicative competence which includes the following components: language competence (ability to communicate in all language aspects); competence of interaction (ability to use language to express communicative intention in an official situation of communication); socio-cultural competence (ability to build intercultural communication with foreign colleagues from other countries); compensatory competence (ability to successfully solve a difficult situation which might occur during flights). The article suggests the most appropriate methods of teaching and training future UAS crew members considering the specificity of goals and content of �English for Special Purposes� as a curriculum subject. Alongside with traditional methods, active teaching/learning methods such as problem-based learning tasks, analysis and solving of specific situations, role-playing games, variety of interactive exercises simulating near-real situations of professional scope are viewed as those of particular importance and efficiency. The main features of problem-based learning are determined: strengthening the focus on the personality of a cadet; expanding opportunities for interaction between a teacher and a cadet in the learning environment; development of cadets� intellectual mobility; increasing opportunities for creativity through independent work with a large number of databases offered by the teacher and present on the Internet; personalization of training through the creation of research projects featuring problematic nature; widespread access to new generation mobile devices, equipment and aircraft. The successive steps of designing a training course in �English for Special Purposes� for future UAS operators in a higher military educational institution are determined by the teacher. Key words: professional training, future UAS operators, English for Special Purposes, methods of problem-based learning.

scholarly journals Students’ Multilevel Artistic and Pedagogical Communication Mastering

2021 ◽  
Vol 13 (1Sup1) ◽  
Author(s):  
Lidiia Ivanivna Lymarenko ◽  
Nataliia Hunko ◽  
Tetiana Kornisheva ◽  
Mykola Pichkur ◽  
Olena Shevtsova ◽  
...  
Keyword(s):  
Personal Development ◽  
Professional Training ◽  
Role Playing ◽  
Future Teachers ◽  
Self Sufficiency ◽  
Self Development ◽  
Professional Self ◽  
Multi Level ◽  
Theatre Pedagogy ◽  
Characteristic Features

The article substantiates the feasibility of introducing student theatre in the professional training of future teachers on the basis of generalizing the experience of theatre pedagogy. The student theatre is considered as a form of art and pedagogical activity, oriented on personal development, self-development, and improvement of creative abilities of future teachers, formation of professional self-sufficiency by means of multilevel artistic and pedagogical communication in the system of higher pedagogical education. The characteristic features of the phenomenon of “artistic and pedagogical communication” are analysed and considered in two conceptual meanings: artistic and pedagogical. The multi-level artistic and pedagogical communication of the student theatre is defined as the interdependent process of professional training of future teachers, which integrates the internal and external interaction of subjects of artistic and creative activity. In this regard, the multi-level artistic and pedagogical communication of the students' theatre participants is presented as a consistent acquirement of role-playing in the process of certain levels of artistic and pedagogical communication. The characteristics of the levels of artistic and pedagogical communication are divided into: contemplative-oriented, creative-performing, artistic-active, and art studies. The article gives a determination of criteria and corresponding levels of mastering of multilevel artistic and pedagogical communication by future teachers.

Educational Conditions of Training Future Physical Therapy Specialists for the Use of Health-Preserving Technologies

2020 ◽  
Vol 6 (2) ◽  
pp. 92-102
Author(s):  
Anna V. Fastivets
Keyword(s):  
Physical Therapy ◽  
Professional Training ◽  
Process Development ◽  
Physical Therapists ◽  
Educational Practice ◽  
Role Playing ◽  
Educational Process ◽  
Health Technologies ◽  
Role Playing Games ◽  
Educational Conditions

Under conditions of considerable degradation of health of the nation, the problems of professional training of future physical therapy specialists at higher educational institutions become more topical. Therefore, the problem of developing the special educational conditions of training of future physical therapy specialists for the use of healthpreserving technologies does not lose its relevance. The purpose of the study is to analyse the key educational conditions of training of future physical therapy specialists for the use of health-preserving technologies. To meet the specified purpose the author used a complex of research methods, in particular, theoretical methods: analysis and synthesis of scientific and methodical literature, methodological documents; generalisation of the results of scientific research; synthesis of scientific theories, approaches and conceptions. Considering the current state of training of future physical therapists for the use of health technologies, it is established that the development of appropriate pedagogical conditions is promising. Among the latter, the author identified the following: stimulating interest in the study of health technologies by conducting tours and organising communication with well-known instructors during the educational process; development of the cognitive basis for the use of health technologies during interactive lectures, work in microgroups, solving situational problems, building schemes, individual, and group health programmes; practical use of available theoretical knowledge in the process of classroom (role-playing games, mutual learning with further analysis of video materials) and quasiprofessional (introduction of health technologies in educational practice) activities; introduction of an appropriate system for assessing the quality of training of future physical therapists for the use of health technologies in the educational process

scholarly journals PROFESSIONAL COMMUNICATIVE COMPETENCE IN THE SYSTEM OF SPECIALIZED TRAINING OF FUTURE PHILOLOGISTS

2021 ◽  
Vol 1 (194) ◽  
pp. 89-94
Author(s):  
Valentyna Honcharuk ◽  
◽  
Nelia Podlevska ◽  
Victoriya Zhyvolup ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Communicative Competence ◽  
Education Students ◽  
Professional Literature ◽  
Communicative Behavior ◽  
Communication Situations ◽  
Language And Literature ◽  
Communicative Abilities

The ability to communicate and engage in a dialogue in an appropriate level indicates not only professional qualities of the teachers, but also ensures his/her success in a competitive and changing labour market. Having made researches and analyzed the scientists' interpretation of the concept of communicative competence and found out that it is known as a person's ability to build his/her own communicative behavior in accordance with real communication situations, a special quality of speech personality, acquired in the process of communication or special training. Communicative competence is the teacher's ability to build effective communication actions in a certain range of situations in an interpersonal interaction, the specialist's knowledge of patterns in different forms of communication and rules of behavior in different situations, the ability to form and implement a tactical plan, which is based on social skills. An important part in the process of forming communicative competence of higher education students is working with texts, especially deepening their reading, annotating, abstracting and editing texts, which is based on which dialogical statements are formed. Work on fiction texts will enable students to master phonetics and grammar at the level that is not regulated by rules. In addition, future teachers of philology are encouraged to read professional literature. Such a view of a communicative competence includes an impeccable command of the norms of modern literary language, linguistic literacy and broad erudition. Nowadays, competitiveness in the professional domain requires knowledge, skills and abilities in a whole range of related domains, one of which is professional mobility. Attention has been paid to the direct link between mobility and a teacher's communicative competences, and to the effect that mobility has on the set of competences associated with direct communicative manifestations. The primary place in the professional training of philologists belongs to the study of the Ukrainian language and literature and other philological disciplines, during which higher education applicants discover cultural, historical, social and other aspects of the Ukrainian language. Thus, the system of professional training of teachers-philologists will give them an opportunity in the future to develop communicative abilities with pupils, to bring up a feeling of Ukrainianness, to form a Ukrainian mentality and love to the native land.

scholarly journals PECULIARITIES OF AVIATION ENGLISH TRAINING AT UNIVERSITY

2021 ◽  
pp. 30-35
Author(s):  
Liudmyla Nemlii
Keyword(s):  
English Language ◽  
Communicative Competence ◽  
Communication Competence ◽  
Role Playing ◽  
Role Playing Games ◽  
Communicative Approach ◽  
Higher Educational ◽  
English Training ◽  
Aviation English

This article describes the peculiarities of teaching aviationEnglish for aviation specialists in a higher educational institution.The significance of the aviation English language in theprofessional activities of the aviation professionals is explained,the role and place of the discipline «Aviation English language»among other disciplines of specialists of «Aviation transport»training is determined. The purpose, tasks, contents of thediscipline «Aircraft English Language», the peculiarity of formingother communication competence of these specialists weredescribed. An analysis of the documents was carried out andit stated the necessity of learning aviation English language.Attention was paid to the recommendations of the InternationalCivil Aviation Organization (ICAO) which insist on the use ofcommunicative approach in the process of aviation Englishtraining to ensure the effective achievement of the goals ofthe discipline. It is proved that the communicative approach andcommunicative technologies contribute to the formation ofdifferent communicative competence of the graduates at ahigh level. A distinction was made between the terms: «radiocommunication phraseology», «aviation English language»and «general English language». The focus is on the fact thatthe full-fledged teaching of aviation English language mustinclude activities and exercises that ensure the formation of sixaspects of skills, formulated in the ICAO qualification scale andskill descriptors: pronunciation, structure, vocabulary, fluency,comprehension and interactions. A part of a practical class ofthe discipline «Aviation English Language» is demonstrated,which includes tasks for the formation of communicative skills.The article describes the stages of role-playing games, givesexamples of communicative tasks, which are aimed at formingrelevant skills and abilities: phonetic, grammatical and lexicalcompetence of the aviation English language.

scholarly journals Aims setting process of pre-service primary school teachers’ foreign language communicative competence development

2021 ◽  
pp. 9-13
Author(s):  
Tamara Bondar
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Professional Training ◽  
Communicative Competence ◽  
Competence Development ◽  
Educational Process ◽  
School Teachers ◽  
Primary School Teachers ◽  
Setting Process ◽  
Level 2

The article highlights the features of aims setting process of pre-service primary school teachers’ foreign language communicative competence development, which is based on the definition of the purposes in accordance with the peculiarities of future professional activity. This process is one of the main educational categories and reflects the features of the educational process and the results of professional training of intending primary school teachers. The paper focuses on the views of Ukrainian and foreign scientists on the types of aims and their functions in the future teachers’ training. This work aimed to outline the features of the aims setting process and to determine the purposes of pre-service primary school teachers’ foreign language communicative competence development. The process of determining the purposes of education is to form a system of general scientific and special professional knowledge that provides certain skills of intending primary school teachers. It is noted, that the main requirements for formulating the aims of the educational process are: clarity, hierarchy and diagnostics. The competence orientation to general (broad sphere of life), special (narrow sphere of activity) and subject (certain courses) determines three stages of designing the aims of intending primary school teachers’ foreign language communicative competence formation: establishing strategic (general) aim, concretizing it in tactical purposes and forming operational objectives. Tactical purposes are represented by a set of cognitive, developmental and implementation ones, which are specified by operational objectives. To schematically depict the hierarchy of the aims for the pre-service professionals’ foreign language communicative competence development, the method “Aim Tree” was used, which allows to display the hierarchical structure of the aims by dividing the overall aim (level 1) into subaims (level 2), which in turn are divided into new sub-aims (level 2)

About Dialogical Interactions’ Intentionality Problem within Teaching and Educational Process at the Higher School

10.12737/1895 ◽  
2013 ◽  
Vol 2 (6) ◽  
pp. 42-46 ◽  
Author(s):  
Зыбина ◽  
Natalia Zybina
Keyword(s):  
Communicative Competence ◽  
Competence Development ◽  
Educational Process ◽  
Professional Communication ◽  
Development Of Students

A need related to organization of dialogical interactions within educational process at the higher school for achievement of personhood of students as subjects of social and professional communication has been shown in this paper. Intentionality concept provisions are considered as methodological justification of dialogue organization within teaching and educational process. The attention to consideration of intensions influence to students’ communicative competence development and increase of pedagogical communications efficiency has been paid. Some approaches related to organization of dialogical interactions in the teaching and educational process, directed on formation of intentional communications and promoting development of students’ communicative competence have been considered.

scholarly journals Case of Teachers’ Communicative Competence Development Within the System of Methodological Work in the Context of Preschool Educational Establishments

2018 ◽  
Vol 7 (4.38) ◽  
pp. 619
Author(s):  
Victoria Sergeevna Vasilyeva ◽  
Elena Yurievna Nikitina
Keyword(s):  
Professional Training ◽  
Preschool Teachers ◽  
Communicative Competence ◽  
Competence Development ◽  
Educational Process ◽  
Child Rearing ◽  
Diagnostic Study ◽  
Main Research ◽  
Methodological Approaches ◽  
Pedagogical Approaches

The urgency of the problem of communicative competence development of preschool teachers is caused by the need for constant improvement of pedagogical approaches, methods and technologies. The development of teachers’ skills in the process of continuing professional activities is crucial for meeting the modern requirements of professional standards, imposed by the society based on the recent studies on a teacher’s role in early childhood education, child-rearing and development. The article is dedicated to providing a rationale for methodological approaches to developing teachers’ communicative competence in the course of methodological work in preschool educational establishments, taking into account the personally-significant and professionally-oriented aspects. The main research technique used to study the problem is the method of participant observation. It made it possible to conduct an authentic evaluation, using the communication project method and analysis of the diagnostic study of 332 preschool teachers who took part in putting the concept of teachers’ communicative competence development in the context of systematic employment in preschools into practice. The article shows how the applied pedagogical approaches, patterns and principles of the educational process, ensure the continuing compliance with the current requirements for teachers’ level of professional training, particularly, the need for the constant development of communicative competence. The relevance of the problem is characterized by the qualitative changes in the composition of students of preschool educational establishments, constantly changing social situations, requiring prompt decision-making, aimed at ensuring the most comfortable, safe and progressive conditions for the younger generation. The article presents the results of the practical application of the proposed theoretical and methodological approaches, based on the pedagogical patterns and principles governing the development of teachers’ communicative competence within the scope of preschool educational establishments. The result of the study is an elaborate set of methodological approaches, pedagogical patterns and principles working towards developing teachers’ communicative competence at the general-theoretical, empirical and methodological-technological levels. The materials of the article can be of practical value for students and instructors of pedagogical and humanities universities, people in charge of curriculum and discipline at preschool educational establishments, whose job is to address the issues that preschool teachers face within the boundaries of continuing vocational education.  

Organization of Independent Work of Students of a Medical University in the Process of Forming Professional Foreign Language Communicative Competence

2021 ◽  
pp. 76-84
Author(s):  
I. Krutova ◽  
L. Careva ◽  
I. Balova
Keyword(s):  
Medical Students ◽  
Foreign Language ◽  
Professional Training ◽  
Communicative Competence ◽  
Russian Language ◽  
Professional Communication ◽  
Project Method ◽  
Effective Organization ◽  
Medical University ◽  
Independent Work

This article is devoted to the issues of effective organization of medical students’ independent work in the process of development of a professional foreign language communicative competence, which is a complex and multifold pedagogical task. The authors consider the independent extracurricular work of medical students as an integral part of the process of development of a professional foreign language communicative competence. Particular attention is paid to the importance of independent work in the professional training of a future specialist in the field of medicine. When considering the principles of organizing independent extracurricular work of students while teaching the disciplines "Foreign language" and "Foreign language in professional communication of a physician / pediatrician / dentist", the authors were guided by personality-oriented, professionally oriented and competence-based approaches. The types, forms, content of students’ independent work are described in detail, the examples of the organization of students’ independent work in the process of development of a professional foreign language communicative competence while using such pedagogical technologies as the project method and the scenario method are given in the paper. The authors base this research on the personal experience of teaching a foreign language at the department of foreign languages with a course of Russian language at Ryazan state medical university named after academician I.P. Pavlov.

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