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Яндекс.Метрика

UNIVERSITY TEACHER IN EDUCATIONAL ROUTINE LANDSCAPE (THOUGHTS UPON A PEDAGOGICAL EXPERIMENT)

Solonenko A. V., Sergeeva E. A.

DOI: 10.23951/1609-624X-2017-8-131-138

Information About Author:

Solonenko A. V., Tomsk State University (pr. Lenina, 36, Tomsk, Russian Federation, 634050). E-mail: erutpac@yahoo.com Sergeeva Е. A., Tomsk State University (pr. Lenina, 36, Tomsk, Russian Federation, 634050). E-mail: sergeeva2003@mail.ru

The article deals with the issue of changing the type of educational communication in modern education. The modern communicational landscape of education has been defined: the aspect of communication is regarded as one of the factors of education development. The communicative aspect defines the way learners deal with knowledge, acquire their individual educational experience, shape their culture of thinking. The authors emphasize the issue of searching for new approaches towards organizing educational communication by a teacher according to the objectives defined by the modern landscape of education. The article presents the results of an educational experiment that light upon the issue of defining and designing new communicative scenario for a teacher in class. The analysis of the experiment draws upon the phenomenological description of the case of communication organized in a university class. On the basis of the analysis of the experiment case and the experiment transcript, the authors define three possible communicative scenarios for a teacher: the didactic scenario (the traditional one: a teacher is the source and the regulator of communication in class), the ‘teacher is out’ scenario (a teacher leaves the front stage of a class through rejecting his / her traditional communicational functions), and the blended scenario (a teacher as a co-participant of communication).

Keywords: educational communication, communicative interaction, communicative landscape in education, communicative scenario in class

References:

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3. Fakhrutdinova A. Z., Petrova G. I. Kommunikatsii v obrazovanii i upravlenii [Communications in education and management]. Tomsk, NLT Publ., 2002. 288 p. (in Russian).

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6. Balakina L. L. Kommunikativnaya ontologiya obrazovaniya [Communicative ontology of education]. Vestnik Tomskogo gosudarstvennogo universiteta – TSU Bulletin, 2004, no. 282, pp. 123–125 (in Russian).

7. Gusakovskiy M. A., Yashchenko L. A., Kostyukevich S. V., etc. Universitet kak tsentr kul’turoporozhdayushchego obrazovaniya. Izmeneniye form kommunikatsii v uchebnom protsesse. Pod red. M. A. Gusakovskogo [University as center of culture-producing education. Change of forms of communication in educational process. Under the editorship of M. A. Gusakovsky]. Minsk, BSU Publ., 2004. 279 p. (in Russian).

8. Bruffee K. A. Obrazovaniye kak razgovor [Education as conversation]. Teoreticheskiey voprosy obrazovaniya. Pod red. M. A. Gusakovskogo, A. A. Polonnikova, A. M. Korbut [Theoretical issues of education: reader. Under the editorship of M. A. Gusakovskiy, A. A. Polonnikov, A. M. Korbut]. Minsk, BSU Publ., 2013. pp. 317–332 (in Russian). URL: http://elib.bsu.by/bitstream/123456789/104688/1/%D0%91%D1%80%D0%B0%D1%84%D1%84%D0%B8.pdf (accessed 01.03.201).

9. Nikitina L. A. Issledovatel’skaya kompetentnost’ i metodicheskaya podgotovka pedagoga [Research competence and methodical preparation of a teacher]. Mir nauki, kul’tury, obrazovaniya – The world of science, culture and education, 2009, no. 1, pp. 198–201 (in Russian).

10. Gumanitarnoye issledovaniye v obrazovanii: opyt, razmyshleniya, problemy. Pod red. G. N. Prozumentovoy [A humanitarian research in education: experience, reflections, problems. Under the editorship of G. N. Prozumentova]. Tomsk, TSU Publ., 2002. 342 p. (in Russian).

11. Prozumentova G. N. Perekhod k otkrytomu obrazovatel’nomu prostranstvu: Tipologizatsiya obrazovatel’noy real’nosti innovatsiy: strategiya i metodika gumanitarnogo issledovaniya [Transition to open educational space: tipologization of educational reality of innovations: strategy and technique of a humanitarian research]. Tomsk, TSU Publ., 2009. 448 p. (in Russian).

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14. Nikitina L. A., Pozdeeva S. I. Pedagogicheskoye naslediye G. N. Prozumentovoy kak orientir dlya nauki i obrazovatel’noy praktiki [The pedagogical heritage of G. N. Prozumentova as a benchmark for science and educational practice]. Nauchno-pedagogicheskoye obozreniye – Pedagogical Review, 2015, no. 4 (10), pp. 7–15 (in Russian).

solonenko_a._v._131_138_8_185_2017.pdf ( 729.77 kB ) solonenko_a._v._131_138_8_185_2017.zip ( 720.02 kB )

Issue: 8, 2017

Series of issue: Issue 8

Rubric: HUMANITIES RESEARCH

Pages: 131 — 138

Downloads: 540

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