(2015) Science and education, 9.- 166-170. Odessa.
DOI:
Tetiana Stepanova,
Doctor of Pedagogy, professor, Dean of the Department of Child Development,
Mykolaiv National University named after V. O. Sukhomlynskyi,
4, Nikolska Str., Mykolaiv, Ukraine
PEDAGOGICAL CONDITIONS OF FUTURE PRESCHOOL TEACHERS’ PROFESSIONAL SPEECH CULTURE FORMATION
SUMMARY:
The essence of the concepts of “future preschool teachers’ speech culture”, “future preschool teachers’ professional speech culture”, “professional language behavior of preschool teachers” is revealed. Speech culture of future preschool teachers is considered as their competence in oral and written professional language (emphasis, words use, use of verbal and nonverbal means of expression, mastery of elocution elements: voice, diction, articulation, breath); speech expressiveness (voice timbre, diction, lamprophony, use of different figures of speech, phraseological units, etc.). Professional speech culture of future preschool teachers is understood as abilities and skills of speech culture in professional speech situations at a preschool educational institution. Future preschool teachers’ professional speech culture is also considered as professional communication with colleagues, children and their parents; using elements of professional speech culture, as well as verbal and nonverbal means of expressiveness in different situations at work. It is a process of integrating the obtained theoretical knowledge, abilities and skills of speech, considering the specifics of professional speech culture of teachers in the process of communicating at a preschool educational institution. The pedagogical conditions of forming professional speech culture of future preschool teachers are the following: provision of positive motivation of future preschool teachers to master professional speech culture; immersion of future preschool teachers into active professional speech activity; communicative and speech support of the educational process. Provision of positive motivation is achieved by means of increasing students’ interest to their future occupation; understanding the dependence of preschoolers’ speech culture on the level of preschool teachers’ one. Immersion into active professional speech activity is achieved during in-door classes and students’ self-studying. Communicative and speech support of future preschool teachers’ speech culture formation provides the process of their communicative development, orientation of their professional speech activity at preschool children.
KEYWORDS:
speech culture, professional speech culture, professional speech activity, pedagogical conditions.
FULL TEXT:
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