PSYCHOLOGICAL ANALYSIS OF REGULATION OF PROFESSIONAL AND COMMUNICATIVE POTENTIAL OF FUTURE TEACHER AS A SUBJECT OF PEDAGOGICAL INTERACTION

Abstract

The article analyzes the psychological analysis of professional and communicative potential of the future teacher as a subject of pedagogical interaction. It is indicated that the modern socio-economic conditions in our country significantly actualize the problem of training specialists in higher education institutions, in particular, future teachers. Establishment of an optimal system of interaction and communication may greatly contribute to the effective organization and assimilation of knowledge, to form communication skills as important factors of professionalism. 327 graduate students of three universities were interviewed with the help of a modified version of the method by L. Schneider "Determining the impact of pedagogical relations on the formation of future teachers as a subject of pedagogical interaction" and 124 teachers with a modified version of the questionnaire by O. Leontiev "Diagnosis of pedagogical communication" . The study of a problem of regulation of professional and communicative potential of the future teacher as a subject of pedagogical interaction indicates the need to develop communication skills. It is substantiated that communication skills have a universal character, they should be considered as an important component among teacher's professional abilities. Communication may be successful or unsuccessful, may be helpful in overcoming internal problems or may stimulate ones, depending on how communication is organized in the pedagogical process. For professional management of their communicative activity, the future teacher needs: an ability to organize and manage communication purposefully, an ability to communicate in public, an ability to organize joint creative activities with students through a properly established system of communication.