Aspectos prácticos de la aplicación de la habilidad pedagógica y la competencia comunicativa de los profesores de los centros de enseñanza superior
DOI:
https://doi.org/10.22633/rpge.v25i3.15957Palabras clave:
Centros de enseñanza superior, Métodos de enseñanza, Requisitos profesionales, Excelencia pedagógica del profesor, Competencia comunicativa del profesorResumen
La relevancia de esta investigación implica una consideración exhaustiva de los vínculos entre los conceptos de "excelencia pedagógica" y "competencia pedagógica" de los profesores universitarios durante las clases. El estudio pretende establecer la relación entre la excelencia pedagógica y la competencia comunicativa en la estructura de las actividades pedagógicas de los profesores de las Centros de Enseñanza Superior. Base metodológica: encuesta sociológica (elaboración de un sistema de preguntas de investigación), método de análisis de la información (tratamiento de las respuestas de los encuestados), método de clasificación (sugerido a los encuestados durante el suministro de las respuestas a las preguntas). Resultados de la investigación: actualización de los componentes básicos de la competencia pedagógica del profesor: orientación humanista de la actividad, competencia profesional, profesionalidad, habilidades pedagógicas, técnica pedagógica, comunicatividad. Se revelaron las principales características de la excelencia pedagógica y la competencia comunicativa de los profesores universitarios (incoherencia; interdependencia; organización jerárquica). Se determinaron las dimensiones clave de la excelencia pedagógica como elemento de la competencia comunicativa (competencia de comunicación no verbal, competencia de claridad verbal, competencia de riqueza verbal del discurso). Se ha demostrado la relación entre la excelencia pedagógica y la competencia comunicativa. Se definen los componentes básicos de la excelencia pedagógica (orientación humanista de la actividad, competencia profesional, profesionalidad, habilidades pedagógicas, técnica pedagógica, comunicatividad). Se presentan los vínculos de la competencia comunicativa-habla. Se destacan las características de la competencia comunicativa-discursiva, que determinan la calidad de las interacciones profesionales de los profesores universitarios. Se presentan las regularidades y peculiaridades de la competencia comunicativa verbal de los profesores. El valor práctico del estudio fue presentar un resumen de los vínculos causales de los conceptos de "excelencia pedagógica" y "competencia comunicativa" de los profesores universitarios durante las clases.
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