COMMUNICATIVE CULTURE OF A FUTURE TEACHER IN THE CONTEXT OF IMPLEMENTING PARTNERSHIP PEDAGOGY AT THE NEW UKRAINIAN SCHOOL

Abstract

The new Ukrainian school ensures the unity of teaching and upbringing by involving the family in the school and building relationships between children, teachers, and parents at a qualitatively new level – the level of partner subject-subject interaction, focused on integrating the parent community into the school's pedagogical process. The responsibility for implementing partnership pedagogy lies with the teacher. Hence, the relevance of the research problem is obvious. The purpose of the article is to clarify the essence, structure, functions and features of the formation of a teacher's communicative culture in the context of implementing partnership pedagogy in the conditions of a new Ukrainian school. Research methods: analysis, synthesis, generalization. The essence of partnership pedagogy, which is based on pedagogical interaction, is clarified; the features and principles of partnership pedagogy, as well as its functions, are analyzed. A structural and functional model of partnership pedagogy in the conditions of the National University of Ukraine is proposed. The role, essence and structure of the teacher's communicative culture in the context of implementing partnership pedagogy are revealed; the specifics of the formation of the communicative culture of future primary school teachers are analyzed. The feasibility of partnership with parents as important actors in the educational process is emphasized. Traditional forms of work with parents, adapted to the modern requirements of the New Ukrainian School, are characterized, and a new format of cooperation with parents is also defined, namely, such modern interactive forms of work with them are characterized, such as: parent coffee meetings; trainings, business games, master classes; communication via electronic devices; conducting lessons by parents; use of feedback technology with parents. The leading essential feature of partnership pedagogy is proven, which is cooperation between the teacher, students and parents as equal participants in the educational process in a modern school. Further research is required to determine the ways of forming the communicative culture of a future teacher in the context of implementing partnership pedagogy by using communication skills training in the process of professional training; interactive teaching methods; involving students in practices of pedagogical interaction with children, parents, colleagues; reflection on their own pedagogical communication (analysis of video recordings, self-assessment).