Olena Kudriavtseva. Pedagogical Conditions of Efficient Organization of Future Preschool Teachers’ Extracurricular Self-Study

(2015) Science and education, 9, 118-125. Odessa.


Olena Kudriavtseva,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Preschool Education,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
1, Nishchynskoho Str., Odesa, Ukraine 



 The article deals with peculiarities of influence of interactive technologies on the formation of future teachers’ communicative culture. The most productive periods of forming future teachers’ communicative culture have been revealed. The review of contemporary researches on the identified problem regarding the definitions of “communicative culture”, “communicative competence”, their features and functions has been carried out. The number of skills that should be obtained by students in the training process has been defined. The place of interactive technologies in the process of formation of future teachers’ communicative culture, peculiarities of their implementation in the teaching process have been determined. The concept of “future teachers’ communicative culture” is a multi-component personal feature. It is worth noting that its formation is a dynamic, complex and manageable process. Communicative culture is considered as a constituent (component) of professional and pedagogical culture of a teacher, and therefore, it is identified with professional and pedagogical communication. Consequently, the level of communicative culture is defined as the level of the development of oral communicative competence and speech, sociolinguistic competence, and also the ability of self-education. Interactive technologies are very important for the formation of future teachers’ communicative competence, because they contribute to the formation, development and self-improvement of future pedagogues, reveal their creative potential and natural abilities. Implementation of interactive technologies in the educational process will teach future teachers to use and improve new forms, methods and means of work, to form skills of interactive communication. An important condition of implementing interactive technologies is consistency, because students must be prepared for ising any of the above mentioned training techniques. Thus, the essence of interactive training is an active involvement of all students into the educational process under the condition of constant active interaction of all its participants, where each subject of the training process is an equal participant. The implementation of interactive technologies (snowball, brainstorming, microphone, range of ideas, work in small groups, position taking, press method, aquarium method, travelling, tree of solutions, role-playing, etc.) helps to solve different problematic issues, situations, and to model them.


 interactive technologies, interactive training, communicative culture, communicative competence, future teachers’ communicative culture, formation of future teachers’ communicative culture.




1. Derzhavnyi standart pochatkovoi zahalnoi osvity [State standard of primary education]. Retrieved from: http://www.mon.gov.ua [in Ukrainian].
2. Heykhman, L. K. (2003). Interaktivnoe obuchenye obshcheniyu kak model mezhkulturnoy kommunykatsiy [Interactive teaching communication as a model of intercultural communication]. Vestnyk Moskovskogo unyversiteta, ser. 19 Lingvistika i mezhkulturnaya kommunikatsiya – Newsletter of Moscow university, series 19 Linguistics and intercultural communication, 3, 138-147 [in Russian].
3. Sadova, V. V. (2000). Formuvannya komunikatyvnoi kultury vchyteliv pochatkovykh klasiv u protsesi metodychnoi roboty [Formation of communicative culture of primary school teachers in the process of methodical work]. Extended abstract of Candidate’s thesis. Kharkiv [in Ukrainian]. 

  fnsnf visegrad fund da                                                                 eua konfucius   
  tempus pedpresa mon.gov observatory