- Корніяка, Ольга Миколаївна (2015) Communicative aspect of professional self-fulfilment of a higher school lecturer Актуальні проблеми психології. - Том V: Психофізіологія. Психологія праці. Експериментальна психологія (15). pp. 71-82. ISSN 2072-4772
Preview |
Text
Kornijaka_OM_(2015)_Komunikatyvnyj_aspekt_profesijnoho_samozdijsnennja_vykladacha_vyshchoyi_shkoly.pdf Download (411kB) | Preview |
Abstract
The article shows that a lecturer is the representative of the communicative type of professions so his work is very complex for several reasons. Firstly it involves solving numerous tasks and aspects: such as pedagogical aspect, cognitive aspect, scientific aspect, sociable aspect, com-municative aspect and methodological one. Secondly it is complicated by necessity to establish numerous contacts with people of different age, background, sex and status. At last lecturer’s work requires emotions inclusion in the professional communication. The professional activity of a lecturer is connected with professional communication that stipulates by the goals and guarantees the interaction between the subjects of communication in the process of solving professional tasks. Professional communication is principal way of professional, scientific and pedagogy activity: it’s impossible to fulfill job without it. Professional communica-tion is specific kind of activity “one activity in other activity” or communicative activity. A lecturer must perform communication in all spheres in his work: didactic, methodical, technological, organ-izational and so on. Such comprehensive universality stipulates the priority of its formation and development in the system of professional competence, first of all communicative competence as the key communicational tool. This activity is stipulated by the needs of solving the communicative tasks that are arisen in the process of professional interaction, and solving such task helps to fulfill professional tasks. So, communicative self-fulfilment of lecturer is impossible without his commu-nicative self-fulfilment. We look at professional self-fulfilment as a continuous process focused on professional development and achievement of professional excellence and professionalism. In the process of empirical study we have found out that communicative competence plays a very important role in the self-fulfilment of the scientific and pedagogical specialists and in the de-velopment of their professional competence that is carried out in the scientific and pedagogical ac-tivity. At the same time the decreasing in the development of communicative competence (and some of its components) has been recorded in the sphere of the business communication of the lec-turers as they are growing older – 40 plus, this may be the result of person’s over “identification” with profession - communicative and professional deformation – that causes to inertia in pedagogi-cal communication, carelessness, authoritarianism, lack of critical self-appraisal, subjectivism, weakening (or absence) of psychological readiness for professional advancement. Moreover, as the time is extended and a person is growing older with probable increasing of the teaching load we can observe job burnout and reduction the role of reflexive and communicative dominants in the psy-chological structure of the subjects of culture and education. In the research we represent the branched positive correlated connections of instrumental cri-terion of communicative competence of the employees with significant characteristics of profes-sional self-fulfilment (it concerns almost all characteristics). In return the connections of mo-tivation criterion are more branched and distinct in the characteristics of internal professional than external professional self-fulfilment. At last the cognitive criterion of the communicative compe-tence of lecturers has positive correlation only with internal professional self-fulfilment and its two characteristics: «needs in professional improvement”, “constant professional goal-setting”. Despite the importance of mature thinking skills, listening skills, perceptive and nonverbal abilities, which we consider as the main components of communicative competence, the results of scientific research show the opposite results – the lack of the development of these skills for perma-nent solving tasks for the professional self-fulfilment of these employees and needs in a constant professional and communicative improvement for the successful realization in the professional field. The results concerning the connection between communicative competence of the lecturers and the characteristics of professional self-fulfilment testify about the needs of the permanent and coherent development of professional self-fulfilment and the improvement of the communicative competence which is one of the most important psychological tools in the process of self-fulfilment of these specialists.
Downloads
Downloads per month over past year
Actions (login required)
 |
View Item |