Формування готовності майбутніх учителів до діалогічного спілкування з учнями у процесі професійної підготовки

Abstract

У дисертації представлені результати теоретико-методологічного аналізу сучасних підходів до здійснення діалогічного спілкування у педагогічному контексті, розмежовано основні концептуальні парадигми діалогу. Визначено сутність, критерії та рівні готовності майбутніх учителів до діалогічного спілкування з учнями. З’ясовано можливості використання суб’єктного, акмеологічного й культурологічного підходів у розвитку культури діалогу у студентів. Обґрунтовано та експериментально перевірено педагогічні умови та модель формування готовності майбутніх учителів до діалогічного спілкування з учнями.В диссертации проанализированы основные концептуальные системы, определяющие сущность диалогического общения, принципы и пути его реализации в педагогическом контексте. Определены критерии и уровни готовности будущих учителей к диалогическому общению с учащимися. Предложена и обоснована модель подготовки, определены и экспериментально проверены педагогические условия развития культуры диалогического общения, среди которых организация учебно-воспитательной среды как социальной системы полисубъектного типа; реализация учебного взаимодействия со студентами на основе гуманитарной методологии познания, обеспечение субъектной позиции студентов в педагогическом процессе на основе акмеологической концепции личностно-профессионального развития.This thesis presents a consideration of the problem of dialogic communication skills in future teachers, their development and improvement in the process of professional education. In view of the uprising pursuit of dialogic policies in education as well as in all spheres of social intercourse dialogic communication competence is regarded as one of the pivotal teaching competences and thus an important issue in teacher students’ skill building. A methodological analysis of the pedagogic conception of dialogue, necessitated by the complicated genealogy of the term and conducted in the context of this study, exposed the existence of two basically divergent approaches incorporated in the system of pedagogic views: the approach stemming from theories related to the liberal and democratic dialogic paradigm and the one originating from existential philosophic trends. The functional parameters inherent in the pedagogical process condition an understanding of pedagogic dialogue as a personality-centered type of communication thereby distinguished from the liberal and democratic paradigm. Supplementary issues addressed include the principles and functions of dialogic communication, methods of enhancing inner communicative dispositions in the development of dialogic skills. A special focus is made on the comprehensive potentials of instructional classroom intercourse in the development of personality-centered pedagogic dialogue. With regard to the essential parameters of dialogical communication elaborated within the frame of this study there have been defined a set of indicators of students’ preparedness for dialogic communication with pupils grouped into those referring to the axiological, cognitive, personality and skill-related domains. In compliance with these criteria there have been introduced, substantiated and experimentally validated three strategies in the formation of dialogic communication competence in pedagogic students in the process of professional education. These include the organization of educational environment as a social system of the polysubject type, construction of subject matter communication on the basis of the humanitarian methodology of cognition, ensuring the subjective position of students in the pedagogic process on the basis of the acmeologic conception of personal and professional development. Subsequently, each of the strategies has been elaborated in terms of methods, tools and devices to be employed in the process of skill building. The methods presumed to be effective are those enabling interactive forms of object-based discussion, enhancing group coherence, mutual trust and understanding, hermeneutic methods of cognition, integration of intuitive and rational forms of learning, stimulation of inner dialogue, simulation activities and individual case study. As a result of the research there have been elucidated the objective and subjective causes of the deficiencies in the professional communication competence in teacher students exposed in the course of initial diagnostic surveys, observations and questionnaire analysis as well as in the process of the experimental training course. Possible solutions suggested are the creation of a unified university communication policy based upon the principles of dialogue, actualization of the humanitarian potential of pedagogy-related courses, the introduction of the subject matter of dialogic communication into theoretical and practical training, implementation of alternative forms of pre-service teacher training.