Professionalization of Pedagogical Activity of Future Teachers, Formation of Communicative Competence as an Aspect of Neuropedagogy

Authors

  • Andrey Kernas Candidate of Psychological Sciences, Associate Professor of Practical Psychology,Odessa National Maritime University
  • Galyna Kotlomanitova Candidate of Pedagogical Sciences, Associate Professor of the Department of Social Work, Rehabilitation  and Post-war Adaptation of the Faculty of Psychology and Social Work, Poltava V.G. Korolenko National Pedagogical University
  • Marharyta Kozyr Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of Department of Educology and Psychological and Pedagogical Sciences of the Faculty of Pedagogical Education, Borys Grinchenko Kyiv Metropolitan University
  • Natalia Myronenko Candidate of Pedagogical Sciences, Associate Professor of the Department of Technological and Professional Education of the Faculty of Mathematics, Natural Scences and Technologies, Volodymyr Vynnychenko Central Ukrainian State University
  • Svitlana Sokolovska Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of English Language and Communication Department, Borys Grinchenko Kyiv Metropolitan University
  • Nataliya Stepanchenko Doctor of Science in Pedagogy, Full Professor, Professor of the Department of Pedagogy and Psychology, Lviv State University of Physical Culture

DOI:

https://doi.org/10.18662/brain/15.1/537

Keywords:

Communicative competence of the teacher, pedagogical skill, pedagogical culture, professional activity, communicative knowledge, skills, professionalism

Abstract

The article reveals the relevance of the formation of the future teacher's communicative competence as a professionalization of the basic component of pedagogical activity and individual requirements for professional activity. The professional standard requires readiness for pedagogical activity, the basis of which is the formation of communicative competence of the future teacher, in particular in the context of the neuropedagogical approach. The authors highlight the approaches to the formation of students' communicative skills in the process of studying a block of pedagogical disciplines during the period of obtaining a pedagogical education. The paper asserts the need to follow a systematic approach in the formation of communicative competence as a dominant component of the professional competence of the future novice teacher. The effectiveness of his pedagogical activity, as the authors note, is determined by the content of the "communicative portrait" of students - future teachers, the effectiveness of the educational process depends on this. Such a position requires a new approach based on neuropedagogical components. It is the communicative knowledge, abilities and skills of the future teacher that will allow building the trajectory of object-subject and subject-subject interaction in a holistic educational process. A key component of communicative competence is the teacher's communicative culture, which ensures the effective construction of direct and feedback communication with the participants of the educational process. Professional activity always requires from the future teacher the ability to build strategy, tactics and techniques of subject-subject interactions, to organize joint activities with students to achieve educational goals.

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Published

2024-02-06

How to Cite

Kernas, A., Kotlomanitova, G., Kozyr, M., Myronenko, N., Sokolovska, S., & Stepanchenko, N. (2024). Professionalization of Pedagogical Activity of Future Teachers, Formation of Communicative Competence as an Aspect of Neuropedagogy. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 15(1), 74-88. https://doi.org/10.18662/brain/15.1/537

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