DOI: 
http://dx.doi.org/10.15293/1813-4718.2506.08
UDC: 
378+316.77
Elkina Olga Yurievna
Доктор педагогических наук, Dr. Sci. (Pedag.), Prof., Head of the Department of Pedagogy and Methods of Primary Education, Kuzbass Humanitarian Pedagogical Institute, Kemerovo State University, olgelkina@yandex.ru, Novokuznetsk
Lozovan Lyubov Yaroslavovna
Кандидат педагогических наук, Cand. Sci. (Pedag.), Assoc. Prof., Dean of the Department of Pedagogy and Methods of Primary Education, Kuzbass Humanitarian Pedagogical Institute, Kemerovo State University, lozowan@yandex.ru, Novokuzneck

Improving the Communicative and Organizational Skills of University Students of Pedagogical Profiles

Abstract: 
The article represents the analysis of the problem of improving the communicative and organizational skills of university students who are mastering pedagogical profiles. The aim of this article is to study the levels of development of collaborative and administrative competencies of future teachers and the ways of improving these skills, using the experience of the Faculty of Psychology and Pedagogy of the Kuzbass Humanitarian and Pedagogical Institute of Kemerovo State University as an example. The methodological basis of the research is the pedagogical principles of objectivity, comprehensive study and systematicity. Based on the application of research methods (V. V. Boyko’s diagnosis of the level of empathic abilities; Michelson’s Test of Communication Skills (adapted by Yu. Z. Gilbukh); E. Zharikov and E. Krushelnitsky’s test for identifying personal leadership qualities; E. Yu. Mandrikova’s Self-Organization of Activity questionnaire; the Causality Orientations Scale (version adapted by D. A. Leontiev and O. E. Dergacheva); Lazarus’ Coping Test), the communicative and organizational skills of pedagogy students were evaluated. A substantive description of the levels of development of the studied skills was provided. The directions for improving the Interpersonal and management abilities of university students of pedagogical profiles within the context of a classical university were identified. In conclusion, it is stated that Collaborative and administrative abilities are the core of a teacher’s communicative competence. The increase in the level of mastery of these skills will indicate the effectiveness of the university’s work in fostering the communicative competence of students in pedagogical programs. However, to enhance the success of this process, it is necessary to create specific organizational and pedagogical conditions, such as: fostering students’ pedagogical thinking and incorporating a set of trainings aimed to develop the specified skills into classes of psychological and pedagogical disciplines.
Keywords: 
communicative competence; students’ communicative and organizational skills; higher pedagogical education; future teacher training
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