Pedagogical communication in the system of communicative competences of a teacher of higher education establishments

Abstract

The article reveals one of the most important aspects of higher education pedagogy - pedagogical communication, which enables the teacher to combine and present scientific information as a whole system, highlight the main points in it, reveal his position in the proof, and helps students to critically consider the presented material, realize and appreciate it. That is why pedagogical communication is a multifunctional phenomenon that provides information exchange, empathy, personal knowledge, self-affirmation, and productive interaction. Despite the fact that the requirements for the effectiveness of professional-pedagogical communication have increased, real practice often shows that the level of psychological-pedagogical training of higher school teachers does not correspond to the requirements placed on them nowadays. It is emphasized that for the proper organization of the process of productive professional pedagogical communication, it is important for the teacher to clearly understand its structure. The article is focused on the following components of pedagogical communication: the purpose and content of the act of pedagogical interaction; communication tools used in this act of interaction; functions performed by the current act of interaction; styles of pedagogical activity and communication; technologies used during communication. As a result of the analysis of scientific sources, a system of pedagogical communication styles and its features which depend on the circumstances and participants’ individual characteristics were presented. It was emphasized that the work style chosen by the teacher depended not only on what kind of relationships were formed with students, but also on the attitude of students to knowledge and the educational process. It was concluded that the success of pedagogical activity largely depends on the level of communicative culture and competency of the teacher, who must possess many communicative and perceptive skills and abilities, linguistic competency, and takes into account the individual psychological and cognitive characteristics of students.