Keyword: «pedagogical interaction»

The article describes the concept of «facilitative competence», discusses the relevance of using the facilitation approach in a military aviation university in the activities of teachers – mentors in the context of the development of professionally significant qualities of cadets, describes an experiment with determining the relationship between the level of pedagogical facilitation and the rating assessment of military professional activity of cadets.

The current stage of development of pedagogical theory and practice is characterized by the transition to learning within the modern information educational environment based on digital educational platforms. The need to organize the educational process at the present stage is in conflict with the insufficient level of preparedness of teachers and students for educational activities in the new conditions. The proposed approach consists in the development and implementation in practice of the regulation of pedagogical interaction between the subjects of the pedagogical process. Based on a review of domestic and foreign studies, a system of requirements for the regulations (complexity, detail, particularity and unambiguity) is developed. The methodological basis for the design of the regulation is determined. It includes the theory of contextual learning, and the place of the regulation in it (as an element of the semiotic learning model). The pedagogical regulation based on six key provisions is described. First provision: description of the main used objects, events and activities, requirements for them, and all possible subjects of the regulated process. The second position: the orientation of each subject of interaction to achieve specific results, bringing together the overall goal of learning; complete and comprehensive designation and bringing the results to all subjects of the educational process. Third position: scheduling and synchronization of actions of the teacher and students; determination of the time frame for events and procedures planned within the course, regulation of the timing of the certain work implementation. Fourth provision: transparency and accessibility of information about the course of the educational process based on a certain format and procedure for notifying the subjects of the educational process about all significant time milestones. Fifth position: providing feedback and counseling. Sixth provision: regulation of the assessment system and transparency of the assessment system for all subjects of the educational process. In accordance with the accepted theoretical provisions, the exemplary content of the regulations for the pedagogical interaction of the subjects of the pedagogical process occurring within the framework of the information educational space is outlined. The theoretical significance of the study lies in the fact that a comprehensive approach to the construction of pedagogical regulations is proposed, which includes a methodological basis, a system of requirements and a structure. The practical significance of the proposed regulation is due to the fact that it will significantly compensate for the problem of insufficient readiness of teachers and students for educational activities (in its various aspects) within the framework of the modern information educational environment based on digital educational platforms.

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.