Suchergebnisse

The research by Lithuanian and foreign scientists justify the fact that instructional communication becomes a topical objective in the teacher-students' professional self-development. Instructional communication is defined as a complex integral phenomenon, the most significant part of teacher's activity, joining together all other activities into the whole and having an impact on pupil's and teacher's interaction, success of the self-developmental process. Teacher's informative-communicative, perceptive, interactive skills of instructional communication perform a multifunctional role in pupils' self-developmental process, while designing their world of values, motivating them to learn all life long, embed the attitudes of humanism, democracy, etc. Scientific literature data and legal documents' analysis substantiate theoretically the development of student-teachers' instructional communication topical and points out the problem of its insufficient research. The aim of the research is to reveal peculiarities and dynamics of student's and teachers' instructional communication in the study process. The data of the empirical research revealed and substantiated prerequisites for student-teachers' self-development of instructional communication skills: one's self-determination to become a teacher, interpersonal relationship in a study group, carrying out practical tasks under the guidance of competent supervisors in particular. The integration of theoretical knowledge on instructional communication throughout the whole goal-seeking teacher self-development process, especially during seminars and lessons (which comprise an elective subject in the study programme), or the educational project (students' self-study time), teaching practice and individual or group consultations, etc. were also revealed and substantiated.

The research by Lithuanian and foreign scientists justify the fact that instructional communication becomes a topical objective in the teacher-students' professional self-development. Instructional communication is defined as a complex integral phenomenon, the most significant part of teacher's activity, joining together all other activities into the whole and having an impact on pupil's and teacher's interaction, success of the self-developmental process. Teacher's informative-communicative, perceptive, interactive skills of instructional communication perform a multifunctional role in pupils' self-developmental process, while designing their world of values, motivating them to learn all life long, embed the attitudes of humanism, democracy, etc. Scientific literature data and legal documents' analysis substantiate theoretically the development of student-teachers' instructional communication topical and points out the problem of its insufficient research. The aim of the research is to reveal peculiarities and dynamics of student's and teachers' instructional communication in the study process. The data of the empirical research revealed and substantiated prerequisites for student-teachers' self-development of instructional communication skills: one's self-determination to become a teacher, interpersonal relationship in a study group, carrying out practical tasks under the guidance of competent supervisors in particular. The integration of theoretical knowledge on instructional communication throughout the whole goal-seeking teacher self-development process, especially during seminars and lessons (which comprise an elective subject in the study programme), or the educational project (students' self-study time), teaching practice and individual or group consultations, etc. were also revealed and substantiated.