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.

Anton Semenovich Makarenko determined in many respects the direction of pedagogical thought development both in the USSR and influenced the pedagogy of other countries. His works are devoted to labor education in a team, the organization of labor and aesthetic education and the development of conscious discipline. Despite the fact that his work dates back to the past century, his ideas still resonate with modern educators in different countries and remain relevant in modern realities, where the economic success of a country is directly related to the quality of education. One of the countries which economic success has attracted everyone's attention is Japan. The purpose of this article is to examine what contribution the works of A.S. Makarenko made to the formation of the idea of pedagogical relations in Japanese schools. The leading approaches to the study of this topic were historiographic, comparative pedagogical, retrospective ones, analysis, generalization, etc. The author analyzes how Makarenko's ideas could come to the pedagogical world of Japan and makes a review of some works of Japanese scholars devoted to their study. The dynamics and reasons for the popularity of Makarenko's ideas among Japanese educators are considered, and examples of those methods that were brought into Japanese reality are given. A.S. Makarenko can be called one of the pioneers in the development of a conscious approach to the process of pedagogical interaction. Information about his work came to Japan mainly from East Germany in the post-war period on the wave of democratization, which probably served as one of the reasons for Japan's successful overcoming the post-war crisis and further economic prosperity. The theoretical significance of the article lies in the importance of studying the phenomenon of pedagogical interaction itself, the quality of which, in turn, is directly related to the level of knowledge and skills acquisition by students. Besides, there is a need to update the universal methods in pedagogy formulated by A.S. Makarenko based on his unique experience. The practical significance of the article is due to the need to expand pedagogical interaction in educational organizations in order to improve the quality of education.

Under the influence of modern information technologies, higher education has entered the era of digital education. Traditionally accepted relationships in the university, when a student is an object, and a teacher is a subject of the educational process, are being questioned. The structure of interaction and relationships between teachers and students at universities is changing. If earlier the interaction between a teacher and a student was limited by space and time, then in the era of digital information education these restrictions can be eliminated. There was also distance learning (through paper letters, videotapes, etc.) before the widespread use of the Internet, however, such education was episodic, one-sided and could neither replace nor fully complement traditional classroom-based higher education. However, today the situation has changed, and this issue is relevant to consider not only from the point of view of new educational methods, but also from the position of changing the nature and direction of communication between students and teachers as the main participants in the educational process. The aim of the article is to describe in detail the characteristics of changes, technological achievements and trends in the development of interaction between participants in the educational process at a university in the era of digital education. This article is of a theoretical nature. It uses systemic, cultural-historical and communicative approaches. The results of the study suggest that the choice of electronic educational environments requires a clear correlation with the format of pedagogical activity and its targets. Moodle demonstrates the greatest efficiency in the framework of systemic training designed for a long term; the platform provides detailed control of students' academic achievements and structured accumulation of educational analytics. In turn, Zoom is suitable for organizing synchronous classes: online lectures and seminars, where immediate exchange of opinions between participants is important. Theoretical significance of the work. The article contributes to understanding the functional characteristics of digital educational platforms in the context of transforming interaction between students and teachers today. Practical significance of the work. The results of the study can be useful for updating university programs through the targeted implementation of technologies for adjusting pedagogical approaches taking into account the synergy of asynchronous and synchronous formats, and for improving the quality of distance learning. The novelty of the study lies in the fact that the work examines the specific features of interaction between teachers and students in digital environment in the context of the present time using specific examples.