Keyword: «pedagogical communication»

The article substantiates the need to change the authoritarian model of communication to a partnership one when teaching natural science disciplines in vocational education. The roles of a teacher as a moderator, tutor and facilitator realized through interactive methods are revealed. It is concluded that mastering new communicative strategies is a prerequisite for effective training of qualified personnel.

The article is devoted to the study of the phenomenon of youth slang as an important tool for socialization and self-affirmation in the adolescent and youth environment. The author, based on pedagogical and psychological analysis, considers slang not just as a set of jargon words, but as a specific speech practice that allows young people to construct their own identity, separate from the adult world and establish intra-group connections. The paper identifies the main functions of slang: identification, communication, emotional-expressive and oppositional. Special attention is paid to the pedagogical aspects of this phenomenon: the risks of total immersion in the slang subculture (decline in speech culture, difficulties in communication in an official environment) and the possibilities of using slang as a means of establishing pedagogical contact are analyzed. In conclusion, recommendations for teachers and parents on building a constructive dialogue with children without devaluing their linguistic experience are offered.

The article examines the phenomenon of parental expectations, which acts as a system-forming factor in the complex system of interaction between the family and the educational organization. In addition, the article analyzes the essential characteristics of this phenomenon, its structural components, and typological features. Special attention is paid to the determinants that shape the expectations of parents, as well as the mechanisms of their influence on the effectiveness of professional communication with teachers. The paper shows that the mismatch between the expectations of the participants in the educational process has a high conflict-generating potential, acting as a trigger for destructive relationships and a negative environment in the educational space. In this regard, the article substantiates pedagogical strategies and technologies for managing parental expectations, which allow for building effective partnerships in a modern polyvariate educational environment.

The article substantiates that a teacher's emotional competence is a key factor in the psychological safety of the educational environment. The relevance of the article is related to the growing importance of personal educational outcomes, particularly the emotional well-being of students, and the need to transform teachers' professional competencies in line with a humanistic approach. The article analyzes the elements of emotional competence (empathy, self-regulation, and social skills) and their impact on reducing anxiety, fostering trusting relationships, and activating students' personal potential. The focus is on the mechanisms by which a teacher's emotional culture can contribute to a child's sense of psychological security. The empirical basis is observations of the dynamics of students' emotional state under different styles of pedagogical communication. The article shows how the development of a teacher's emotional competence is a resource for preventing school stress and creating a developing environment.

the present article seeks to highlight the pivotal role of pedagogical communication as a fundamental mechanism for students’ personality development. By applying rigorous scientific analysis to established theoretical frameworks in the field of communication studies, the research systematically examines the core functions of pedagogical interaction. The work also synthesises key findings from an in depth investigation into how future educators develop a professional communication culture. Based on comprehensive data analysis, the study offers evidence based recommendations aimed at enhancing students’ communicative competence in educational settings. This approach underscores the importance of refining pedagogical dialogue as an essential component of modern teaching practice, ultimately contributing to more effective and holistic student development.