Dialogic interaction as component of the teacher’s communicative competence
DOI:
https://doi.org/10.17162/au.v11i4.855Keywords:
dialogue, interaction, teacher’s communicative competence, professional activity.Abstract
This article deals with the essence and specifics of dialogic interaction as a component of the teacher’s communicative competence. It highlights that dialogic interaction is the most spread one in the educational process, which means that effective dialogue skills are not only an important element of the teacher’s communicative competence, but their professionalism on the whole. Thus, being one of the most important dimensions of pedagogical excellence, they require special development. The article aims to consider theoretical and empirical aspects of improving dialogic interaction as a component of the teacher’s communicative competence. So first, the article reflects a scrupulous theoretical analysis of the issue, with the main focus on the idea that in the pedagogical activity, dialogic interaction dominates other forms of interaction. Then, the article describes the experiment which aimed to study the specifics of the development and improvement of dialogic interaction. The experiment results allow drawing a conclusion about the high effectiveness of the formulated program on the improvement of dialogic interaction as a component of the teacher’s communicative competence. The effectiveness of the program use has been confirmed by the results of the repeated practice. The pedagogical process in an educational institution is based on the interaction of personalities. Therefore, the pedagogical becoming of a teacher is determined by the possibility for him/her to be the subject of the pedagogical activity and build dialogic interaction with its other subjects.Downloads
References
Avramkova, I. S., Anufrieva, N. I., Kamyanets, A. V., Kuznetsova, E. O., & Scherbakova, A. I. (2021). Monitoring studies of university graduates’ satisfaction with the quality of education: the main approaches. Revista on line de Política e Gestão Educacional, Araraquara, 25, 1, 638–653. http://dx.doi.org/10.22633/rpge.v25iesp.1.15004
Bermus, A.G. (2014). Pedagogical component of multi-level professional university education. Continuous education: 21st century, 1 (5). https://lll21.petrsu.ru/journal/article.php?id=2281
Bírová, J., Kružlík, P., Kalimullin, A., Sokolova, N., Haroun, Z., Králik, R., & Vasbieva, D. (2018). Mathematical and Statistical Bibliometric Indicators for Scholars in the Field of Romance Languages and Linguistics. EURASIA: Journal of Mathematics, Science and Technology Education, 14 (12). https://doi.org/10.29333/ejmste/97826
Blinova, S., Dugina, T., & Zabolotskikh, A. (2018). Teaching mixed nationality groups (on the example of students from the Northern Caucasus region). INTED2018: Proceedings of the 12th International Technology, Education and Development Conference (pp. 7977-7982). Valencia, Spain. https://library.iated.org/view/BLINOVA2018TEA
Chung, C., & Pennebaker, J. W. (2007). The psychological functions of function. Social communication, 1, 343-359. https://psycnet.apa.org/record/2007-01308-012
Dolzhich, E., & Dmitrichenkova, S. (2018). Computer science terminology (a case study of the Spanish language). In INTED2018: Proceedings of the 12th International Technology, Education and Development Conference (pp. 2556-2559). Valencia, Spain. https://library.iated.org/view/DOLZHICH2018COM
Ephimova, D. V., & Makarov, Y. A. (2014). Dialogue: a possibility to reach axiological unity in cross-cultural interaction. The 21st century: results of the past and problems of the present, 4, 97-102. https://vek21.penzgtu.ru/wp-content/uploads/2020/04/2014_20.pdf
Erofeeva, A. V., & Perfilieva, E. I. (2012). Theory and practice of pedagogical dialogue in the university educational process. Bulletin of the Nizhny Novgorod State Linguistic University named after N. A. Dobrolyubov, 17, 207-222. https://vestnik.lunn.ru/docs/journal/2012-17.pdf
Gorev, P., Telegina, N., Karavanova, L., & Feshina, S. (2018). Puzzles as a didactic tool for development of mathematical abilities of junior schoolchildren in basic and additional mathematical education. EURASIA: Journal of Mathematics, Science and Technology Education, 14 (10), 178-185. https://www.ejmste.com/article/puzzles-as-a-didactic-tool-for-development-of-mathematical-abilities-of-junior-schoolchildren-in-5558
Grutsyna, N. G. (2009). Pedagogical dialogue in various situations of the lesson, in book: Rhetoric. Moscow: Infra-M.
Khutorsky, A. V. (2019). Pedagogy. St. Petersburg, Russia: Peters.
Korchagina, M. I., & Vinogradova, S. A. (2007). Innovative mechanism of social partnership. Professional education The Capital, 7.
Korchagina, M. I. (2008). Communicability as the teacher’s professional quality. Professional education The Capital, 8. https://cyberleninka.ru/article/n/kommunikativnost-professionalnoe-kachestvo-pedagoga
Krasnoshlykova, O. G. (2007). The teacher’s professionalism in the context of the municipal educational system development. https://portalus.ru/modules/shkola/rus_readme.php?subaction=showfull&id=1193922297&archive=1194448667&start_from=&ucat=&
Kurasheva, S. V., & Gradusova, T. K. (2005). The culture of educational activity and communicative competence of a university teacher. Polzunovsky vestnik, 3, 26-29. https://www.elibrary.ru/item.asp?id=18765935
Kurasheva, S. V., & Kandaurova, A. V. (2005). Pedagogical practice of students of the Faculty of History and Philology: educational and methodological manual. Russia: Omsk.
Poliakova, I. V., Lukashenko, D. V., Andryushchenko, I. S., Alekseeva, P. M., & Sergeeva, M. G. (2021). Training of future education managers for professional activities. Propósitos y Representaciones, 9. http://dx.doi.org/10.20511/pyr2021.v9nSPE2.1106
Poliakova, V. A. (2007). The formation of the personality’s dialogic culture (on the example of learning Words about Igor’s regiment at school). In The heritage of D. S. Likhachev in the Russia’s culture and education: Proceedings of the scientific conference, 3, 54-57.
Poliakova, V. A. (2008). The formation of the teacher’s readiness for dialogic interaction in the net professional communities. The Herald of N. I. Lobachevsky University, 6, 28-35. http://www.vestnik.unn.ru/ru/nomera?jnum=70
Presnukhina, I. A., Sergeeva, M. G., Karavanova, L. Z., Belokon, O. V., & Khvorikova, E. G. (2020). Development of research skills in the future foreign language teacher in the system of continuing education. Revista Tempos E Espaços Em Educação, 13 (32), 1-24. https://doi.org/10.20952/revtee.v13i32.13370
Rogov, E. I. (1999). A manual of a practicing psychologist. Moscow, Russia: Publishing Centre Vlados.
Sanina, E., Mitrohina, S., Brunchukova, N., Mozgovaya, M., & Zenkova, L. (2020). The impact of the educational potential of school on successful development of the motivation-value attitude to the learning activities of students. Universal Journal of Educational Research, 8 (11), 5072 - 5080. https://doi.org/10.13189/ujer.2020.081107
Sergeeva, M. G., Klychkov, K. E., Lukashenko, D. V., Petrova, L. A., & Ilenko, N. M. (2020b). Professional development of a teacher in higher education. Revista Inclusiones, 7 Especial, 278-291. http://revistainclusiones.org/index.php/inclu/article/view/1333
Sergeeva, M. G., Yulina, G. N., Lukashenko, D. V., Egorova, L. A., & Bazarov, P. R. (2020a). Promising educational technologies for professional training. Propósitos y Representaciones, 8 (2). http://dx.doi.org/10.20511/pyr2020.v8nSPE2.691
Sharonova, S., Trubnikova, N., & Sokolova, N. (2018). Interpreting religious symbols as basic component of social value formation. European Journal of Science and Theology, 14 (3), 117-129. http://www.ejst.tuiasi.ro/Files/70/10_Sharonova%20et%20al.pdf
Shumakova, S. Y., Orlova, I. K. ., Kagosyan, A. S., Dandanova, S. V., & Kasatkina , N. . (2020). Pedagogical design of academic disciplines and lessons in blended learning. Laplage Em Revista, 6 (Extra-A), 248-255. https://doi.org/10.24115/S2446-622020206Extra-A660p.248-255
Stepanov, P. A., Sukharina, O. P. (2016). Educational Dialog as Condition of Educational Subject Development. Pedagogical sciences, 3 (51), 341-353.
Tekucheva, I. V, & Gromova, L. Y. (2016). On present state of teaching Russian language in Russia. International Journal of Environmental and Science Education, 11 (14), 6504-6511. https://files.eric.ed.gov/fulltext/EJ1115892.pdf
Vasbieva, D. G., Sokolova, N. L., Masalimova, A. R., Shinkaruk, V. M., & Kiva-Khamzina, Y. L. (2018). Exploring the EFL teacher’s role in a smart learning environment: a review study. XLinguae, 11 (2), 265-274. http://dx.doi.org/10.18355/XL.2018.11.02.21
Vepreva, I. T. (2003). Metalanguage reflection in functional-typological coverage (Based on statements-reflexives 1991-2002) [Unpublished Doctoral dissertation, Ural State University]. Ekaterinburg.
Volkova, Y., & Panchenko, N. (2018). Discourse variation of the concepts of destructive emotions. Russian journal of linguistics, 22 (1), 175-194. https://doi.org/10.22363/2312-9182-2018-22-1-175-194
Zimniaya, I. A. (2010). Pedagogical psychology. Voronezh: Modek.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Marina Georgiyevna Sergeeva, Gennadij Yuryevich Lesnikov, Stanislav Ivanovich Kuzmin, Sergey Aleksandrovich Vasilenko
This work is licensed under a Creative Commons Attribution 4.0 International License.
- The authors retain their copyright but assign to the journal the right of the first publication, with the work registered under the Creative Commons attribution license, which allows third parties to use the published information as long as they mention the authorship of the work and that it was first published in this journal.
- Authors may make other independent or additional contractual arrangements for non-exclusive distribution of the version of the article published in this journal (eg, include it in an institutional repository or publish it in a book) as long as it clearly indicates that the work was first published in this journal.
- Authors are encouraged and advised to publish their work on the Internet (for example, on institutional or personal pages) before and during the review and publication process, as it can lead to productive exchanges and a greater and faster dissemination of the published work (see The Effect of Open Access).
