Keyword: «pedagogical communication»

This article is dedicated to the importance of information and communication in the educational system of the university; it touches the points of the traditional and contemporary ways to present the information in the educational system of the university, developmental potential of information and the informational barriers faced by the students. We examine the communicative strategy in the process of the dialogical pedagogical cooperation in the system “teacher – student”, give the unique author’s characteristics of the pedagogical communication as the way of accepting the information in the situation of the pedagogical co-operation

This article discusses the problem of pedagogical communication skills formation among future teachers of primary classes. Despite the fact that most teachers are familiar with the concept of “pedagogical communication”, ideas about it are often superficial, which makes it difficult to apply theoretical knowledge to practice. The article analyzes various views on the definition of “communication”, “pedagogical communication”, and “communicative skills” concepts. The authors consider conditions for the effectiveness of pedagogical communication, propose a classification of basic communicative skills, and show a relationship between the stages of organizing communication and the necessary skills of pedagogical communication for primary school teachers.

The article deals with the image of a modern teacher. The image in pedagogical profession is important as one of the tools of teachers’ influence upon his students. The teacher's training is certainly important, but it is inseparable from his image. If the level of knowledge of a school teacher or university teacher is high, but his image and manners of communication are unpleasant to students, then the learning process will be little effective. In addition, the authors dwell upon the main concepts closely related to the image: reputation and public opinion, which play a significant role in the successful professional activity of a teacher. The article reveals the main structural elements of the image of a teacher, analyzes the code of ethics and the algorithm of designing the modern teacher’s image, the main requirements to self-presentation to various groups: students, their parents, colleagues. The authors analyze the essence of the pedagogical profession, turn to the history of the question, draw conclusions regarding how the image of the teacher was changing in various time periods, what requirements were made for this profession. The relevance of the topic is specified by the fact that at the moment the image of a teacher is widely discussed in the media. Both a school and a high school teacher face the challenges of time, should constantly master new competencies and be ready to work in multitasking. A modern teacher is a teacher, a scientist, a psychologist and an actor. A survey was conducted in the Institute of the Academy of the Federal Penal Service of Russia, the purpose of which is to identify what qualities a modern teacher should have from the point of view of students, their parents and colleagues. The survey showed that the evaluation criteria for students of a school teacher and a teacher at a university vary slightly. In general, the teacher is expected to have in-depth knowledge of his subject, interesting presentation of the material and the ability to make pedagogical communication with students. It should be noted that the image of an ideal teacher varies depending on the class. Primary school pupils often associate a teacher with a parent. In high school students expect not only knowledge from the teacher, but also mentoring. The idea of a positive image of a modern teacher in the representation of students’ parents is closely related to how children perceive it. A positive professional and pedagogical image can motivate students’ parents to cooperate with an educational organization in the educational process, not only at school, but also in a university. Designing a positive image among colleagues is primarily associated with the level of professional training and with universal human qualities, such as decency, empathy, kindness, friendliness, sociability and non-conflict.

In this article, pedagogical communication is considered as the basis for building a pedagogical process, which is a specific interpersonal interaction between a teacher and students.

The relevance of this research is due to the fact that, in the context of digitalization of education, the cultural and psychological aspects of the transformation of interpersonal communication, which forms the basis of the educational process, are still unclear and often lead to the loss of value of personal interaction between teachers and students, particularly in distance learning formats. The aim of the study is to analyze the current state of the problem and determine the cultural and psychological aspects of interpersonal communication between students and teachers in the context of digitalization of education. To achieve the goal, the authors used the method of analysis and synthesis of theoretical material, the method of discursive analysis, the method of contextual analysis, and the descriptive method. These methods made it possible to analyze the opinions of modern scientists on the problem of interpersonal communication transformation including the philosophical aspects of existentialism and emphasizing the importance of individual experience in the educational environment. As a result of the study, the importance of the need to maintain interpersonal communication and the problem of finding a balance between innovations and the values of traditional education were determined. The influence of digital technologies on students' motivation, self-realization, and personal development is explored. The theoretical significance of the work lies in the attempt not only to record current trends, but also to propose new approaches to understanding the interaction between a teacher and a student, which, in turn, can contribute to improving the educational process and its adaptation to the requirements of the time. An attempt is made to contribute to the scientific understanding of this problem, which, of course, is of great importance for future research and practical application. The practical significance of the study, in turn, is due to the fact that it provides an opportunity to develop effective strategies aimed at minimizing and mitigating the negative consequences that may arise as a result of the educational process digitalization. A deeper understanding of the problems associated with digitalization will allow us to propose specific measures and recommendations that can be implemented in the practice of educational institutions, which will undoubtedly contribute to improving the quality of education and its adaptation to modern requirements.