Organizational and pedagogical conditions for the formation of cross-cultural communication among future teachers in the process of professional training
DOI:
https://doi.org/10.25726/o7304-6551-9725-qKeywords:
communication, cross-cultural communication, development, structure, formation, organizational and pedagogical conditions, teacherAbstract
The article describes the organization and progress of the experimental verification of the effectiveness of the formation of cross-cultural communication skills in future teachers, subject to the implementation of a set of certain organizational and pedagogical conditions, and also analyzes the results obtained during the study. In order to test the effectiveness of organizational and pedagogical conditions for the formation of cross-cultural communication skills among future teachers, a pedagogical experiment was conducted. At the ascertaining stage, with the help of selected diagnostic methods, the initial existing level of formation of cross-cultural communication skills among future teachers was measured according to cognitive, activity and personal criteria. At the forming stage, appropriate molding measures were introduced into the educational process of experimental groups, which ensured the creation of certain organizational and pedagogical conditions according to the developed model. At the control stage, in order to determine the dynamics, repeated diagnostics of the level of formation of the studied skills in the experimental and control groups was carried out using the same methodology as at the ascertaining stage. The complex of methods developed and selected by us for assessing the level of formation of cross-cultural communication skills among future teachers in accordance with the criteria and indicators for determining the level of these skills, in our opinion, allows for reliable and valid diagnostic measurements. The analysis of data from the experimental verification of the effectiveness of the formation of cross-cultural communication skills in future teachers according to the developed organizational and pedagogical conditions proved that the introduction of certain formative measures through appropriate forms and methods of teaching led to an increase in the level of formation of the studied skills according to all criteria.
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