THE ARTICLE EXAMINES PROFESSIONAL AND PEDAGOGICAL COMMUNICATION AS A CONDITION FOR THE DEVELOPMENT OF COMMUNICATIVE ABILITIES OF A TEACHER

Abstract

Professional-pedagogical communication as a condition of development of teacher’s communicative skills is being research. Theoretical approaches to the interpretation of the essence of the category “professional and pedagogical communication”, which is defined as a form of psychological interaction of teachers with students during the educational process and aimed at its comprehensive development, creating conditions for creative abilities, were defined. It is determined that in professional and pedagogical communication of pedagogical workers there are two interrelated components: general and personal principles of communication. The structure, main functions of professional and pedagogical communication and connections of the subjects are reflected. The structure of professional and pedagogical communication is analyzed, it consists of four stages: prognostic, communicative attack, management, final. It is determined that the personal indicators of the teacher according to the following vectors are significant for professional and pedagogical communication: individual-personal, communicative, socio-psychological, moral and political. The leading abilities of the teacher to pedagogical activity are defined: communicativeness, which includes commitment to people, friendliness, sociability; perceptual abilities – professional vigilance, empathy, pedagogical intuition; personality dynamism – the ability to volitional influence and logical beliefs; emotional stability – the ability to control you; optimistic forecasting; creativity - the ability to be creative. Three components of professional and pedagogical communication are analyzed: cognitive, aesthetic, behavioral. As a result of the study, it was found that professional and pedagogical communication plays an important role in the development of communicative abilities of the teacher. The development strategy is to organize a purposeful and continuous educational process on the basis of humanistic, personality-oriented, subject-subject approaches; in self-development, selforganization of the teacher’s personality, which is a source of action in the process of professional activity.