pp. 657-670 | Article Number: iejme.2016.062
Published Online: July 16, 2016
Article Views: 366 | Article Download: 332
Successful interaction of subjects of educational processes depends on the level of teachers’ communicative culture as an integral part of a holistic pedagogical process, as a means and conditions for the implementation of all tasks, functions and professional activities. It determines the social, professional and personal significance of modern teachers’ communicative culture. The article addresses the issues related to the improvement of the quality in the field of teacher education and teacher communicative skills in terms of the competence and gender approaches. Communicative competence is presented as "a metacompetency" and "an integral", concrete expression of communicative culture in the person, which is highly significant in the professional preparation of teachers. Communicative culture of teachers is understood as a qualitative humanistic feature and the highest level of communicative competence. The gender approach, in its turn, is seen as a way of developing a personality, meeting international standards. Gender features of communicative culture in future teachers make it possible to ensure the success of gender socialization and the development of gender stereotypes in students. Thus, the purpose of this study is to define gender characteristics of communicative culture in future teachers as a condition for the effectiveness of their professional activities. The article discusses the results of empirical research (diagnostics) of the actual state and the features of communicative culture manifestations, caused by gender differences in students – future teachers. It also identifies their most important indicators, factors of communicative culture and gender features. We used the method of multivariate regression analysis to process the obtained data. The research results have proved the presence of gender-communication culture of performance in future teachers. If taken into account, it has a significant impact on the professional and personal development of the teacher. The study of gender features of students’ communicative culture is important for determining the strategy and tactics of developing the skills future teachers need to implement gender mainstreaming in education. We see a systemic purposeful formation of communicative culture in future teachers, based on gender characteristics, as a prerequisite for the improvement of the quality in the field of modern teacher education and as one of the main trends in its modernization.
Keywords: Education, gender approach, communicative competence, gender characteristics communicative culture of future teachers
Auhadeeva, L. A. (2012). Communicative aspect of teacher training. Мoscow: VINITI. 162p.
Auhadeeva, L. A. (2014). Communicative Competency in Teacher Training. World Applied Sciences Journal, 31(4), 583-586.
Auhadeeva, L. A., & Zakirova, A. R. (2013, June 29) Gender studies as an innovative approach in education. Papers of the 1stInternational Scientific Conference. New York, USA: Cibunet Publishing, 84-86p.
Aukhadeeva, L. A. (2006). The Communicative Culture of a Future Teacher as an Object of System Study. Kazan: KSU. 164p.
Bocharova, N. M. (2011). The social aspect of gender approach in education. Chita: Molodoi ucheny.168р.
Burn, S. M. (1996). The Social Psychology of Gender. New York: McGraw-Hill. 233p.
Fahrutdinova, R. A., Fahrutdinov, R. R., & Konopatskaya, E. A. (2014). Formation of general cultural competencies of students in the educational space of the University. Life Science Journal, 11(6), 525-529.
Gender Strategy of Russian Federation Project. (2004). Moscow, Direct access: http://www.owl.ru/win/docum/rf/strategy/strategy.htm
Gromova, O. E. (2010, February 22) Methodology of the initial children's lexicon. Direct access: http://www.twirpx.com/file/148388/
Gurian, M. (2011). Boys and Girls Learn Differently! A Guide for Teachers and Parents. San Francisco, CA: Jossey-Bass. 382p.
Haste, P. (2013). Sex education and masculinity: The ‘problem’ of boys. Gender and Education, 25(4), 515-527.
Holfve-Sabel, M.-A. (2012). Gender attitudes in school have changed mainly in peer relational factors over a period of 35 years. Gender and Education, 23, 73-86.
Hutmacher, W. (1997). Key Competences for Europe. In the Proceedings of the 1996 Symposium Berne. Switzerland, 435p.
Khabutdinova, M. M., & Bayanova, L. (2013). Norms and Values Characteristics of Students in a Foreign. Cultural Environment. Middle-East Journal of Scientific Research, 16(11),1527-1531.
Klecina, N. T. (2009). Gender Psychology. St.Petersburg: Piter, 496p.
Kostikova, I., Mitrofanova, A., Pulína, N., & Gradskova, Yu. (2001). Prospects of Gender Education in Russia. Vysshee obrazovanie v Rossii, 2, 68-75.
Lahelma E., Lappalainen S., Palmu T. & Pehkonen L. (2014). Gendered divisions on classed routes to vocational education. Gender and Education, 25(2), 189-205,
Lahelma, E., Lappalainen, S., Palmu, T., & Pehkonen, L. (2014). Vocational teachers’ gendered reflections on education, teaching and care. Gender and Education, 26(3), 293-305.
Lappalainen, S., Nietola, R., & Lahelva, E. (2013). Gendered divisions on classed routes to vocational education. Gender and Education, 25(2), 189-205.
Mitina, L.M. (2004). The Psychology of Labor and Professional Development of the Teacher. Moscow: Academy Publishers, 320p.
Mudric, А. (2003). On gender role (gender) approach to social education. Vospitatel’naya rabota v shkole, 5, 15-19.
Raven, J. (1998). Competence in Modern Society: Its Identification, Development and Releas. H&S. 396p.
Reshetnyak, Y. Andes Vasilchenko GS. (2007). leadership Psychology. Direct access: http://megaobuchalka.ru/1/4961.html
Ryakhovskiy. V. F. (2013, May 25) Assessment of the level of sociability. Direct access: http://www.relaxon.net/vsyako-razno/test-ryaxovskogo-ocenka-urovnya-obshhitelnosti
Schiebinger, L. (2008). Gendered innovation in science and engineering. Direct access: http://dx.doi.org/10.1080/09540253.2011.558739 pp: 356.
Sinyavsky, V. V. & Fedorishin, B. A. (2013, March 18) Evaluation of communicative and organizational tendencies. Direct access: http: //psylist.net/praktikum/00352.htm
Starovoitova, Zh. A. (2006) Conditions of the organization of the learning process in primary school on the basis of gender approach. Pedagogicheskiye nauki, 4(20), 136-140.
Ute, C., & Rolf, A. (2002). Kompetenzentwicklung in der beruflichen Bilduns. Opeade. 159 p.
Voronina, O. A. (2005). Gender analysis of textbooks for high school. Мoscow: RОО MCGI, ООО “Soltex”, 260p.
White, R. W. (1959). Motivation reconsidered. Psychological Review, 66(5), 297-333p.
Yalalov, F. G. & Kaiumova, L. R. (2015). Psychological Bases of Professional Multidimensionality. The Social Sciences. 10(6), 883-887.
Yarmakeev, I. E. & Pimenova, T. S. (2014). The Formation of Students’ National Self-Awareness in EFL Class. English Language Teaching; 7(12), 113-125.
Yusupov, I. M. (2009). Diagnosis of the level of empathy poly-communication. Direct access: http://www.gurutestov.ru/test/309/
Zakirova, A. R., & Auhadeyeva, L. A. (2013). Gender stereotypes and modern pedagogy. Philology and Culture, 2(32), 296-299.