Open AccessPersonal readiness of instructors in higher educational institutions to implementing dialogue into educational process
Author(s) -
Halyna Radchuk,
Zoryana Adamska
Publication year - 2019
Publication title -
gumanìtarnij vìsnik deržavnogo viŝogo navčalʹnogo zakladu "pereâslav-hmelʹnicʹkij deržavnij pedagogìčnij unìversitet ìmenì grigorìâ skovorodi"
Language(s) - English
Resource type - Journals
eISSN - 2518-1114
pISSN - 2308-5126
DOI - 10.31470/2308-5126-2019-43-1-122-130
Subject(s) - dialogic , closeness , psychology , pedagogy , dialogical self , process (computing) , dialog box , personal development , alienation , professional development , mathematics education , social psychology , computer science , political science , mathematical analysis , mathematics , world wide web , law , psychotherapist , operating system
The article addresses theoretical substantiation and empirical research of personal readiness of teachers and instructors in higher educational institutions to implementing dialogue as a form of educational process. The essence of educational dialogue is viewed as an integrated procedural form of active learning, which is aimed at transformation of internal experiences of future specialist and acquiring new ones. The author states that a complete educational dialogue depends on three components: 1) the dialogism of a teacher; 2) the dialogic nature of educational material (as a fragment of given educational content); 3) student dialogue. The leading role of the instructor is being analyzed not only in the dialogic organization of educational process, but also in development of dialogical culture of students. Two aspects of the teacher's readiness are singled out: 1) how a teacher goes through self-realization and personality development (personal readiness); 2) how a teacher contributes to personal growth of students (professional readiness). The article analyzes facilitative abilities of a teacher, based on which the teacher develops personal readiness for implementing dialog as a form of educational process. It has been empirically proven, based on the questionnaires administered to both teachers and students, that teachers often focus on formal indicators, on the monotony and authoritarianism of teaching. Relations between teachers and students are often manipulative, and there is an alienation and indifference of the teaching staff towards students in pedagogical communication. At the same time, dogmatism, formalism, and closeness, and stereotypical role behavior of teachers and students constitute the greatest obstacle in transforming educational process into a dialogue.