CONCEPTUALIZATION OF THE DISCURSIVE-COMMUNICATIVE MODELDEVELOPING THE HEALTHCARE COMPETENCE OF A FUTURE INFORMATION TEACHER

Abstract

On the basis of social-anthropological, discursive and phenomenological visions and interpretations as well as using the understanding about the communicative-network nature and socio-communicative dynamics of modern social systems, the article conceptualizes the «discursive-communicative model of the health preserving competence of a future teacher of Computer Studies». This model is formed of five components: cognitive (intellectual), activity, personal-psychological, discursive-communicative and inclusive-value. The health preserving competence is represented as an integrative personal-professional, sociocultural, communicative and discursive phenomenon that is disclosed in professional-subject formats and in the intersubjective dimension. The system-organizing component of the stated competence is the discursive-communicative one. A significant part of the stated component is the ability of the educator to organize efficient communication on the topic of health preservation, integratively using the information-communication technologies, verbal and non-verbal means as well as educational and socio-cultural content-sensitive contexts. Due to actualization of educational discursive practices at the lessons of computer studies, health is being constructed and consequently, the potential of life-creativity of the participants of the educational process is being disclosed. Another significant component of this competence, which has also been developed on the basis of Europe-centric intentions and humanistic ideological foundations of the New Ukrainian School, is the inclusive-value one. This component is aimed at humanization, axiologization, existentialization and professionalization of the educational process and the teacher. The aim of forming this component is professionalization of a teacher, his/her personal growth and development of professional subjectivity based on unveiling and forming such personal features of character as mercy, humaneness, kindness, existential fulfilment, tolerance. The system organizing parts of this component are the ability of an educator to use efficiently and with humanist orientation the knowledge about phenomenology of children with special educational needs in the educational health preserving practices in order to preserve their health and life as well as to form high self-esteem, image, creative life and social, educational and professional adaptation.