Psychological peculiarities of social and communicative competence development of teachers

- Ковальова, О.А. (orcid.org/0000-0002-0161-4026) (2018) Psychological peculiarities of social and communicative competence development of teachers Dissertation candidate2 thesis, Інститут обдарованої дитини.

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Abstract

Kovalіоva O. A. Psychological peculiarities of social and communicative competence of teachers. - On the rights of the manuscript. Thesis for a candidate degree in psychological sciences in specialty 19.00.07 - pedagogical and age psychology. – SHEE “Pereyaslav-Khmelnytskyi State Pedagogical University named after Hryhoriy Skovoroda”. – Pereyaslav-Khmelnytskyi, 2018. The research is devoted to the theoretical and empirical study of the important applied problem related to the need to eliminate the contradictions between the new demands of society, which are presented to the personality and competence of teachers, and the actual level of their social and communicative competency (hereinafter SCC) as the basis of productive relationships. The results of study of the theories of national and foreign scholars have made it possible to summarize that the main structural components of any competence are the following: acquired knowledge, skills and abilities; personal aptitudes and qualities; motivational and target incentives, as well as value orientations. The acquired knowledge, skills and abilities are related to the activity side of the competence, and personal and business qualities, motivational and target settings, value orientations - personal competence providing. Based on the analysis of previous scientific researches, methodological and conceptual scientifіc approaches, the notion “development of social and communicative competence of the teacher’s personality” is defined as a progressive process of improving the ability to establish the interpersonal relationships, relationships with himself, representatives of various structures of society, as well as the genesis of speech communicative abilities. The transformation is due to the emergence of new and growth of the initial activity and personal components of a competence in their interactions, restructuring of relationships between them and the emergence of more effective structures that ensure the improvement of social and communicative realization of a teacher. The process of conscious development of the SCC begins with the awareness of the own incompetence, there is a conscious acquisition of signs of the new ability through attempts, experimentation and consolidation of new behavior patterns and it reaches a qualitatively new level of performance in social and communicative activity through the automatic possession of the acquired properties. On the basis of generalization of the theoretical positions of the problem under 11 study, it has been created a structural-content model of the evelopment of teacher’s SCC, which presents the integral quality of his personality in the unity of two interconnected structures - social and communicative ubcompetences. In the structure of social subcompetence development, the following constituents are distinguished: a) relationships with himself, which determine the ability of the teacher’s personality to understand and manage himself; b) relations with society, which determine the teacher’s ability to understand and fulfill the requirements of the environment or society in which his professional activity and competence are realized; c) interpersonal relationships that determine the ability to interpersonal interaction with other people. Componential structure of the development of communicative subcompetence include: communication on the level of listening, which is considered as the ability to perceive the message effectively, as well as the communication on the level of speaking, which is interpreted as the ability to transmit effectively the messages.

Item Type:	Thesis (Dissertation candidate2)
Keywords:	IGSE teacher, development of social and communicative competence, developmental levels, psychological peculiarities of development.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education
Divisions:	Institute of the gifted child > Giftedness Development Projection Department
Depositing User:	Артур Борисович Кочарян
Date Deposited:	30 Nov 2022 08:41
Last Modified:	30 Nov 2022 08:41
URI:	https://lib.iitta.gov.ua/id/eprint/729447

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