DOI: 
http://dx.doi.org/10.15293/1813-4718.2402.09
UDC: 
378+37.0
Gorokhovskaya Nadezhda A.
Lecturer, Department of Information Science and Computer Engineering, Siberian State University of Telecommunications and Information Science, Buryat Institute of Infocommunications Science (branch), gor-nadin@yandex.ru,, Ulan-Ude

Model of Formation of Communicative Competences of Students-Programmers in the Process of Joint Activity

Abstract: 
Effective professional activity in the digital era is based on the ability to make decisions, willingness to cooperate and skills to manage emotional intelligence. Therefore, it is necessary to improve the training of IT-specialists and create conditions for the formation of their communicative competences. The purpose of the article is to discuss the results of the development of the model of the process of forming communicative competences of software engineering students in collaborative activities. The research methodology includes competence-based, constructivist, network approach, personality-oriented approach and activity-based approaches. The method of pedagogical modeling was used, which allowed to correlate the existing and ideal characteristics of the educational process under study, to identify and outline ways to improve it in the context of professional activity in the IT-sphere. The development of the model was carried out taking into account the technology of “blended learning”. Research results. The model of the process of formation of communicative competence of students-programmers includes the target block, in which the personal goals of education, the standard of specialty 09.02.07 “Information Systems and Programming”, the requirements of employers to the professional activity of programmers are indicated; the organizational-activity block, including diagnostic and activity-forming activities; the result-criterial block, including criteria and indicators of assessment of communicative competence. Conclusion. Communicative competences of students-programmers include knowledge of psychological bases of communication and possession of virtual communication skills, active participation in teamwork, skills of constructive interaction, organizational skills, readiness for interaction, orientation to self-improvement in interaction, self-motivation skills, self-regulation skills, self-control, conflict resolution. The process of formation of communicative competences of students-programmers is carried out in the educational activity on the basis of learning in cooperation as a type of joint activity, providing students’ motivation for constructive interaction, increasing the performance of academic tasks, individual responsibility, eliminating the barriers of interaction through the use of flexible planning strategy and organization of virtual teamwork based on the principles of Agile-methodology and Scrum-method.
Keywords: 
communicative competencies; student programmers; collaborative activities
References: 

1. Schwab, K., 2017. The Fourth Industrial Revolution. Moscow: Eksmo Publ., 207 p. (In Russ.)
2. Mansurova, V. D., 2014. Online sociality of generation X: phenomenology of “Public intimacy”. News of Altai State University, no. 2, pp. 211–214. (In Russ.)
3. Piaget, J., 1969. Selected psychological works. Moscow: Education Publ., 659 p. (In Russ.)
4. Shatalova, N. P., 2011. ABC of constructive teaching. Krasnoyarsk: Scientific and Innovation Center, 203 p. (In Russ.)
5. Gergen, K. J., 2001. Social construction in context. London: SAGE Publ., 240 p.
6. Bobova, L. A., 2013. Manuel Castels: the influence of the network society on the character of social communications. MGIMO Journal, no. 5, pp. 213–220. (In Russ.).
7. White, H. C., Boorman, S. A., Breiger, R. L., 1976. Social Structure from Multiple Networks. I. Blockmodels of Roles and Positions. American Journal of Sociology, no. 81, pp. 730–780.
8. Vasilkova, V. V., 2012. Networks in social cognition: from metaphor to metatheory. The Journal of Sociology and Social Anthropology, no. 5, pp. 11–24. (In Russ.)
9. Collins, R., 2002. Sociology of philosophy. Global theory of intellectual change. Novosibirsk: Siberian chronograph Publ., 1280 p. (In Russ.)
10. Moskalev, I. E., 2005. Networks of scientific communications: an interdisciplinary approach. Philosophy of science, no. 11, pp. 196–211. (In Russ.)
11. Voronin, A. N., 2004. Intellect and creativity in joint activities. Abstract Cand. Sci. (Psychological). Moscow, 50 p. (In Russ.)
12. Kotelevtsev, N. A., 2014. Socio-psychological conditions of formation of the educational group as a subject of joint activity. Abstract Cand. Sci. (Psychological). Kursk, 24 p. (In Russ.)
13. Queen, D. B., 2018. Formation of Intercultural Communicative Competence of Students Linguists in the Context of Pedagogy of Joint Activity: Abstract Cand. Sci. (Pedagogy). Tomsk, 23 p. (In Russ.)
14. Davydova, I. V., 2009. Development of creative potential of students of the university in the process of their joint educational activity. Abstract Cand. Sci. (Pedagogy). Tobolsk, 23 p. (In Russ.)
15. Yermyshkina, E. N., 2018. Constructive pedagogical cooperation in the organization of jointly-distributed activities of the teacher and students of the college. Abstract Cand. Sci. (Pedagogy). Armavir, 26 p. (In Russ.)
16. Patarakin, E. D., 2017. Pedagogical design of joint network activities of educational subjects. Abstract Cand. Sci. (Pedagogy). Moscow, 38 p. (In Russ.)
17. Selevko, G. K., 2005. Pedagogical technologies based on activation, intensification and effective management of educational programs. Moscow: Research Institute of Schools technologies Publ., 284 p. (In Russ.)
18. Zakharov, K. P., 2008. The method of combination dialogue of A.G. Rivina as the basis of collective mutual learning. Abstract Cand. Sci. (Pedagogy). St. Petersburg, 23 p. (In Russ.)
19. Dyachenko, V. K., 2004. Collective method of teaching: Didactics in dialogues. Moscow: National Education Publ., 348 p. (In Russ.)
20. Kulikova, L. N., 2009. Mutual understanding of subjects of pedagogical process as value of education. Siberian pedagogical journal, no. 2, pp. 166–179. (In Russ.)
21. Kun, T., 2003. Structure of scientific revolutions. Moscow: ACT Publ.: Yermak Publ., 365 p. (In Russ.)
22. Bruffee, K. A., 1984. Collaborative Learning and the “Conversation of Mankind”. College English, no. 46, pp. 635–652.
23. Roberts, T. S., 2004. Online Collaborative Learning: theory and practice. London: Information Science Publishing (IGI), 321 p.
24. Mac Gregor, J. T., 1990. Collaborative learning: Shared inquiry as a process of reform. New Directions for Teaching and Learning, no. 42, pp. 19–30.
25. Golub, J., 1988. Focus on Collaborative Learning: Classroom Practices in Teaching English. National Council of Teachers of English Publishing, 171 p.