Kazantseva L.
Doctor of Pedagogical Sciences, Professor, Berdiansk State Pedagogical
University, Berdiansk, Ukraine
Moroz-Recotova L.
Postgraduate student, assistant, Berdiansk State Pedagogical University,
Berdiansk, Ukraine
PROFESSIONAL AND COMMUNICATIVE CULTURE
OF A PRE-SCHOOL EDUCATION ESTABLISHMENT TEACHER:
DIAGNOSTICS OF THE FORMATION LEVEL
Introduction. The educational process of the higher educational institution in
Ukraine is directed towards the development of an individual and his/her interests,
adequate to the modern trends in the development of society. For already more than a
decade there has been a reorientation of the educational process from a narrow-subject
teaching and study of individual educational disciplines to the development in a subject
of educational activity of a common culture and an integrated, professionally oriented,
scientific form of thinking.
Changes in the state policy in the field of pre-school education lead to an increase
in the requirements for the professional competence of a pre-school educational
establishment teacher. The employer sees in him/her not only a specialist with a certain
set of competencies, but a person with a formed and developed worldview, a developed
system of values and a professional line of behavior formed on its basis. Awareness of
the communication phenomenon as a specific feature of the educational process in a
pre-school educational establishment gave rise to the introduction of the concept of
"professional and communicative culture of a pre-school educational establishment
teacher" and comprehend it as an integral dynamic personal entity, covering the system
of universal and professional values, speech and ethical knowledge, communicative
skills and qualities, samples of speech behavior, norms and rules of communicative
activity, which are projected by a person into a professional activity adequate to goals
and objectives and ensure its high efficiency. So, now there is a need to determine the
structure of the professional and communicative culture of a pre-school educational
establishment teacher.
The versatility of the views on the problem under investigation is observed not
only in the definition of the concept, but also in the definition of its structural
components, which is associated with the development of the literary language theory.
An integral part of it is the culture of language, which emerged as an independent
linguistic discipline in the 1950s and 1960s. Starting from this period, the Ukrainian
scientists have been developing theoretical problems of the language culture that have
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