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Section 7. Pedagogy
Section 7. Pedagogy
Grazhevska Oleksandra, Pereyaslav-Khmelnytskyi State University, postgraduate student, the Faculty of Pedagogy E-mail: savulyakl@ukr.net
Future teachers' nonverbal communication skill as psychological and pedagogical problem
Abstract: In this article the concept of nonverbal communication skill is discovered on the basis of the analysis of the concept 'skill' and peculiarities of nonverbal communication. The 'nonverbal communication skill' phenomenon is defined as psychological and pedagogical problem. Features and factors that contribute to the development of nonverbal communication skill of future teachers (students of Pedagogical University) are determined.
Keywords: nonverbal communication, nonverbal communication skill, future teachers, factors that contribute to the development of nonverbal communication skills.
Today in psychological and pedagogical science big attention is paid to the problem of nonverbal communication. This is connected with the fact that according to various researchers nonverbal communication conveys from 50% to 80% of the information that is given by interlocutor.
In the future teacher's (students of Pedagogical University) training of particular importance is the nonverbal communication. This is due to the fact that taking into consideration age peculiarities of mental development; children are more receptive to nonverbal signals than adults. For effective professional activity teacher should learn the skill of nonverbal communication. But the problem is even more complicated because, due to the analysis of scientific knowledge, the concept of 'nonverbal communication skill' is determined neither in native nor in foreign literature. That is why the issue of determining the 'nonverbal communication skill' phenomenon stays topical for modern nonverbal communication theory. The lack of theoretical development of abovementioned study confirms the relevance of studying the 'nonverbal communication skill' phenomenon for future teachers.
An important contribution to the study of the problem of teachers' non-verbal communication was done by Ukrainian researchers N. Ihatenko, A. Rozsoha, L. Solovets, T. Stavytskyy, G. Khomich, A. Shapran and others; Russian scientists — L. Ve-lichko, EM Vereshchagin, N. Gorelov, V. Labunska, N. Fankina and other researchers from foreign countries — J. Berk, A. Migrano, J. Putnam, C. Weinstein and others. However, despite the fact that the problem of non-verbal communication attracted the attention of many researchers, the problem of non-verbal communication skills of teachers remains understudied and requires further research, what do determines the relevance of the topic of this article.
Aim of the article is to reveal the nature and content of the phenomenon of teachers' «non-verbal communication skills» and to identify factors that contribute to the formation of non-verbal communication skills of future teachers.
Revealing the core of the «non-verbal communication skills» phenomenon one should firstly determine what is meant by the term «skill» in the psychological and pedagogical science. During the analysis of psychological and educational scientific literature, two areas of interpretation of the term «skill» were singled out.
The first direction is connected with the characteristics of the phenomenon as action — the action itself, system of actions, separate activity (A. Leontiev, B. Lednov, P. Halperin) second is connected with consideration of skills as the ability (S. Leonov, K. Platonov).
Thus, we concluded that from psychological and pedagogical point ofview «ability» is a complex psychological entity that includes knowledge, skills, mental and practical actions, personal qualities. «Skill» is characterized by the human ability to implement knowledge into action taking into account specific operating conditions.
Another important thing to mention is that in the linguistic science, non-verbal communication is considered in terms of cohesion ofverbal and nonverbal components [1-5]. This suggests that nonverbal communication should complement verbal one, but not completely replace it. The further expression suggested by schollars G. Veshteiunasa and S. Maksimenko perfectly proofs it — «... Non-verbal communication is a special language — the language of feelings with the help of which semantic effect of verbal communication is enhanced» [6, p. 148]. Thus, we believe that the term «non-verbal communication skill» can be understood as a form of activity in the problematic, conscious and deliberate search for expansion of existing knowledge.
To understand the phenomenon of «non-verbal communication skills» as future teachers' psychological and educational problem, one should discover the link between non-verbal communication and main areas of human's individuality, what should be based on the concept of individuality Education (O. Grebeniuk, T. Hrebeniuk). According to this concept, the non-verbal communication is general property of such areas of personal development as emotional, intellectual, motivational and subject and practical. Nonverbal communication skills are manifested as emotional perception of people by other people, and the higher level of skills is the more likely is the development of these areas. Let us consider these areas:
— Emotional sphere. In interpersonal communication it is characterized by the need of control and conscious management of one's emotions using nonverbal communication skills. One purpose for the formation of the emotional sphere of future teachers by using non-verbal communication skills is to learn to understand the nonverbal component of communication, to control and manage one's emotional states.
The design of the subject objectives of training in engineering education
— Intellectual sphere. In training and teaching and professional activity it is characterized by the need of using non-verbal communication skills to develop intellectual abilities of future teachers;
— Motivational sphere is influenced by several factors, among which the leading motive is interest in finding one's own communication style using nonverbal communication components;
— Subject and practical area is characterized by the need of developing students' professional skills, and the ability of their practical application (the unity of using verbal and nonverbal communications component).
We can assume that the development of nonverbal communication skills depends on what degree of formation of the above-mentioned areas of individuality the future teachers' have. Therefore, it is necessary to consider factors related to the degree of development of these areas that affect the development of non-verbal communication skills of future teachers.
In terms of age peculiarities the development of intellectual sphere of college aged is affected by an urgent need in communication. The ability to interpret nonverbal behavior of their peers and teachers, individual emotional expression in communication, effective cooperation and understanding are developing. Everything listed above is referred to the factors that contribute to the development of non-verbal communication of future teachers.
In our opinion, the positive features of students motivational sphere that influence the development of nonverbal communication skills, are: students' activity, their desire to participate in various activities (including communication) with teachers and peers; desire to use expressive language, for certain purposes of communication; increasing knowledge, expansion of interests related to the use of "sign language"; development of the desire for improvement in various areas of both professional and creative activity.
Consequently, the factors that positively influence the development of verbal communication skills include: social activity; self-confidence, resulted in an adequate use of such non-verbal communication components as, facial expressions, kinesics, proxemics, takesycs, prosody; dominance of joy emotion that allows you to control your emotional state.
Thus, the abovementioned suggests that nonverbal communication skills are formed and proved in such areas of human individuality as emotional, intellectual, motivational and subject and practical. Each of these areas creates preconditions for the development of non-verbal communication skills of future teachers. Therefore, the development of non-verbal communication is a holistic process where it is necessary to predict the development of abovementioned selected components of each area. Under the term 'nonverbal communication skill' one can understand a system of management of intellectual, psychological and practical actions aimed at achieving the goal of communication through person's existing knowledge about nonverbal component of communication. In its' turn, nonverbal communication is a certain way of implementation of socially and biologically conditioned non-verbal communication means, converted into individual actions and deeds learnt by person.
So, nonverbal communication skills are skills that are associated with the reception and transmission of information to the person through non-verbal components of communication, mutual regulation between peoples' actions in the communication process, as well as their perception, understanding and knowledge.
Problem of non-verbal communication skills of future teachers discovered in the article is not done. We can see the prospects for further research in setting goals and objectives for the formation of non-verbal communication skills in students of Pedagogical University, and in identifying peculiarities of non-verbal communication skills formation of primary school future teachers.
References:
1. Bagdasarova N. A. Non-verbal forms of expression of emotions in the context of different cultures: the universal and the national inter-collegiate//Proceedings of the Seminar on linguocultural studies. - Moscow: MGIMOMID the Russian Federation, 2013. - P. 86-92.
2. Velichko L. F. Methodical aspect paralinguistic characteristics of oral speech speaking another language: the Dissertation of the candidate ofpedagogical sciences. - Dnepropetrovsk, 1982. - 176 p.
3. Perception of speech. Questions offunctional asymmetry of the brain/Edited by Professor Morozov V. P. - Leningrad: Nauka, 1988. - P. 50-78.
4. Gorelov I. Non-verbal communication components. - Moscow: Nauka, 1980. - 238 p.
5. Labunskaya V. A. Nonverbal behavior (social-perceptual approach). - Rostov-on-Don: Phoenix, 1988. - 246 p.
6. Maksimenko S. D. General Psychology. - Moscow: Vakler, 2009. - 280 p.
7. Emotional Intelligence. Why it can matter more than IQ/Daniel Goleman; per. from English. Isayeva A. - 2nd ed. - Moscow: Mann, Ivanov, Ferber, 2014. - 560 p.
Feyzullayev Ramiz Abdulsamed, Azerbaijan Technical University, Senior Lecturer, the chair Electromechanics and Electrical Equipment E-mail: ramiz.feyzullayev@mail.ru Bagirov Sabir Agabagir, Azerbaijan Technical University, Candidate of technical sciences, head of Educational Laboratory of the chair "Electromechanics and Electrical Equipment" E-mail: sabir.bagirov.61@mail.ru
The design of the subject objectives of training in engineering education
Abstract: The submitted report materials cover the designing methodology of the training objectives of the education system elements which are one of the development ways of specialist training in high school. In the substantiation of the meth-
