Keyword: «communicative»

This article deals with the approaches and foreign language learning concepts using visual aids in the mili-tary aviation school. It’s noted of expediency and effectiveness of the use of these approaches in the learn-ing process. The proposed approaches are combined into a single concept of close interaction between cadets and an instructor.

The article is devoted to questions and problems of organization of continuity of preschool and primary education. And also, attention is focused on the role of continuity and continuity in the organization of pre-school and primary education. One of the urgent tasks of preschool education is the optimization of the developing work in the formation of the skill of communicative skills.

In this article, the problem of the formation of a communicative culture among future specialists of a pre-school institution is considered. The main goal of the research is to form a culture of communication with children and adults in future educators, as well as to teach preschool children.

The article examines the importance of the formation of communication skills in older preschool children.

Modern professional standards of specialists in the field of education and upbringing set certain requirements for professional work functions, actions, operations of teachers in general education organizations. Such requirements are of an innovative nature, some professional competences have not been developed in modern teachers, since professional programs for their training did not include such competences. For this reason, the system of additional professional education faces the task of developing the required competences. To solve such a problem, the work of a teacher of an institution in the additional professional education system is important, because it is aimed at compensating for the lacking professional skills of teaching staff, at constantly updating their competences. The specificity of the activity of a teacher in the additional professional education system is such an organization of training in which conditions are created for further professional development of the teacher. The aim of this article is to present a clustered system of teacher skills. The main approaches in our study were the assessment of literature on this issue and clustering of teacher skills. The result of the article is presentation of the main clusters of teacher skills in the system of the additional professional education: 1 – the analytical cluster of teacher skills includes those related to the study of modern aspects of adult education; 2 – the prognostic cluster of teacher skills includes those related to planning adult education; 3 – the projective cluster of teacher skills includes skills in building a project for the adult learning process; 4 – the reflective cluster of teacher skills includes skills in correlating the results of the learning process with its goals and objectives; 5 – the organizational cluster of teacher skills includes those of organizing adult learning; 6 – the communicative cluster of skills ‒ skills of interaction with the teaching staff. The theoretical significance of the article lies in the analysis of current research by Russian, European and American scientists on issues of studying the specifics of the teacher activities in organizing adult education. The practical significance lies in identifying the specific features of the teacher activities in the system of additional professional education, in formulating clusters of teacher skills and their characteristics.