Formation of communicative interaction in the collective: theory and practice

Abstract

The article considers the ways and methods of forming communicative interaction in the teaching staff. It is shown that communicative interaction is an integrative, dynamic, structural-level formation, represented by a set of communicative knowledge, communicative skills and abilities, as well as communicatively significant personality qualities that provide productive professional communicative activity in their interaction. It is proved that the improvement of communicative interaction in the teaching staff should be carried out with the active assistance of a specialist in the advisory and methodological scope. The necessity of purposeful formation of effective communicative interaction within the work of the pedagogical studio «Anti-conflict» is determined.

The concept of interaction is considered as a way of interconnection, interaction and a condition for the development of all social systems. Since individual action in human society is performed in direct or indirect relationships with other people, the interaction contains with the physical, communicative aspect too.

The process of educational and professional improvement of specialists in updating the content of educational and qualification programs, professional practice, the content of practical and seminar works, creative assignments, conducting trainings on communication and organizing problem pedagogical research requires careful research. Consequently, the structure of pedagogical interaction in the context of subject-subject interaction is determined on the basis of the following stages of its implementation: the first stage of interaction - awareness of the problem and purpose; the second stage of interaction - the perception of the interaction partner; the third stage of interaction - making decision; the fourth stage of interaction - acts of communicative activity and behavior.

We state that effective interaction in pedagogical activity is the main condition for success and satisfaction with collective work. At the same time, the inability to establish contact with colleagues is the cause of many failures and disappointments in the teaching profession.