Relevant bibliographies by topics / Pedagogical communication

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Pedagogical communication'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 June 2025

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Journal articles on the topic "Pedagogical communication"

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Mykhalchuk, Nataliia, and Іryna Rudzevych. "Psychological Components of Pedagogical Communication." Collection of Research Papers "Problems of Modern Psychology", no. 57 (April 7, 2022): 70–89. http://dx.doi.org/10.32626/2227-6246.2022-57.70-89.

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the purpose of our research is to determine psychological components of pedagogical communication; to show the most successful ways of organizing discussion at the lessons at institutions of higher education.methods of the research. The following theoretical methods of the re-search were used to solve the tasks formulated in the article: the categorical method, structural and functional methods, the methods of the analysis, sys-tematization, modeling, generalization. The method of organizing empirical re-search was used as an experimental method.the results of the research. It is proved, that for different people the same word, the action, the circumstance might have different meanings. Therefore, the child must not only master the language (words with different meanings), but also the system of accepted personal meanings, focused on relevant moral and spiritual values. It is showed, that, on the other hand, adults needed to un-derstand the personal meanings of the child. Otherwise, interpersonal conflicts can arise in the process of communication, which not only lead to misunder-standing between partners, but also to disruption of feedback and interaction between people in general.conclusions. The teacher is proved to have formed his/her own individual language style, which would correspond to the composition of his/her persona-lity, promote the person’s adequate expression and compensate the teacher’s negative traits. It is showed, that there was a great reason to believe that in order to achieve the greatest expressiveness of speech, to create a casual di-alogic relationships in the discussion, the teacher could use elements of collo-quial speech, heterogeneous vocabulary, stylistic interruptions, etc. In addition, mastering the techniques of creating the individual style of pedagogical speech forms, a teacher’s social maturity, it contributes to a more adequate orientation in various situations that are arisen in the classroom during discussions.
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Radojević, Tatjana, and Tatjana Kompirović. "Barriers in pedagogical communication." Зборник радова Филозофског факултета у Приштини 50, no. 1 (2020): 3–26. http://dx.doi.org/10.5937/zrffp50-24168.

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Ayagan, E. S., and K. T. Analbekova. "Tolerance in pedagogical communication." Bulletin of the Innovative University of Eurasia 89, no. 1 (2023): 20–29. http://dx.doi.org/10.37788/2023-1/20-29.

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In this article, the need to improve professional communication defines the tasks of improving the psychological and pedagogical qualifications of teachers of primary, secondary and higher education, their professional competence as an increase in interaction in the field of modern achievements in pedagogy, psychology, acmeology. In this regard, it is said about the more efficient use of modern private resources to build effective strategies for professional communication of teachers. The idea is revealed that acmeological design is used for individual work related to the strategy of life, the improvement of professional behavior or communication. It is proved that communication helps to plan and organize joint work; the goals of communication expand to gaining knowledge about the world, training and education, coordinating actions in joint activities, establishing personal and business relationships.
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Ibragimli, Tarlan. "Styles of pedagogical communication." Filologiya məsələləri Journal of Philological Issues, no. 3 (2024): 155. http://dx.doi.org/10.62837/2024.3.155.

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Gadimova, Amina. "Ways forming pedagogical communication." Filologiya məsələləri Journal of Philological Issues, no. 1 (2025): 389. https://doi.org/10.62837/2025.1.389.

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Medne, Dace. "Everyday Pedagogical Support in Communication." International Journal of Smart Education and Urban Society 10, no. 4 (2019): 70–80. http://dx.doi.org/10.4018/ijseus.2019100106.

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The concept of everyday pedagogical support is rather widely used in modern pedagogy; however, neither its pedagogical potential nor its specifics and importance in the child's development have been fully understood and explored. Therefore, the aim of this article is to analyse and summarise research ideas about the structure of everyday pedagogical support, resulting in developing it as a theoretical construct and verifying it in the pedagogical reality. The construct of everyday pedagogical support has been analysed in the article, using an NVIVO 12 programme from the point of view of children.
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Sokolova, Galina E. "COMMUNICATIVE BASES OF PEDAGOGICAL COMMUNICATION." Bulletin of the Moscow State Regional University (Pedagogics), no. 4 (2019): 52–58. http://dx.doi.org/10.18384/2310-7219-2019-4-52-58.

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Maygeldiyeva, Sharban, and Emiliya Dimova. "PEDAGOGICAL ASPECTS OF INTERCULTURAL COMMUNICATION." International Conference on Technics, Technologies and Education, ICTTE 2019 (2019): 167–73. http://dx.doi.org/10.15547/ictte.2019.03.044.

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The authors research the intercultural communication in the context of complex education as a special model of communication in the article. They justify from a scientific point of view that the specificity of the conception of “intercultural communication” as a pedagogical phenomenon is associated with the creation of intercultural orientation of education. This requires the transformation of the content, problems, culture-oriented forms of the educational process and determines the dialogue of the subjects of pedagogical communication in accordance with the cultural standards of the target language affecting the development of personal and professional qualities and skills of students. Based on this, it is important to consider the development of communicative competence as a willingness and ability to implement successful communication, including intercultural communication. The authors emphasize the need of the formation of cultural literacy of the future specialist and provide a rationale for the formation of this process.
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Bilovus, L. I., O. Ye Homotiyk, and N. O. Fedchyshyn. "COGNITIVE FEATURES OF PEDAGOGICAL COMMUNICATION." Медична освіта, no. 3 (October 16, 2020): 126–30. http://dx.doi.org/10.11603/me.2414-5998.2020.3.11259.

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The article concerns the issue of pedagogical communication, in particular its cognitive aspect. The essence of pedagogical communication has been determined in the work, the theoretical bases of cognitive function of pedagogical communication have been analyzed. The authors claimed that the cognitive features of communicativeness are manifested, developed and normalized in the process of boundless communication with the outside world. In the process of cognitive features’ formation it is necessary to take into account that the success of formation and development of these features is associated with deep knowledge of different research methods, communicative trainings and their practical application; the level of development of cognitive features of communicativeness depends on the degree of self-knowledge, self-education and self-didactics of teachers and students, it is stimulated by skillful teaching and creation of non-traditional conditions in pedagogical communication.
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Nigmatova, Dilso'z. "Improving pedagogical communication with students." Общество и инновации 5, no. 1/S (2024): 59–62. http://dx.doi.org/10.47689/2181-1415-vol5-iss1/s-pp59-62.

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The actions of the teacher and students in each part of the lesson must complement each other to achieve the goal of the lesson. The ability of a teacher to organize pedagogical communication with students largely determines the effectiveness of the modern educational process aimed at revealing the personal characteristics of students and mastering a foreign language as a means of intercultural communication. This article discusses the organization of relationships between the teacher and students to achieve results.
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Dissertations / Theses on the topic "Pedagogical communication"

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Seto, Wood-hung Andy, and 司徒活雄. "Information and communication technology-supported pedagogical practices in a local secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30415597.

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Tucker, Kristan Ann. "Pedagogical Approach and Instructional Format: An Exploration of the Introductory Communication Course." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6042/.

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The goal of this study was to analyze the impact of instructional format and pedagogical approach on students' learning and motivation within the introductory communication course. Three hundred eighty-five students participated in this study within one of four contexts: face-to-face instruction with service-learning, face-to-face instruction without service-learning, blended instruction with service-learning, and blended instruction without service-learning. A series of MANOVAs was utilized for the study. Results of the study, possible explanations for the results, limitations, and guidelines for future research are presented.
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Tucker, Kristan Ann Anderson Karen Ann. "Pedagogical approach and instructional format an exploration of the introductory communication course /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6042.

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MUNIZ, MARIA ISABELLA DE PORTO ALEGRE. "PEDAGOGICAL USABILITY AND INTERACTION DESIGN: PROCESSES OF COMMUNICATION AND COLLABORATION IN VIRTUAL LEARNING ENVIRONMENTS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25615@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>A pesquisa trata da interação mediada por ferramentas de comunicação e colaboração em ambientes virtuais de aprendizagem, dentro do contexto da educação a distância (EAD), dentro do olhar da usabilidade pedagógica e do design de interação. O estudo parte da premissa de que existem problemas ligados à interação mediada por ambientes virtuais de aprendizagem que dificultam a implementação de estratégias de ensino da EAD baseadas em colaboração e comunicação. Foi, portanto, definido como objetivo localizar necessidades e questões que podem influenciar o uso de ambientes virtuais de aprendizagem para o planejamento e a implementação de estratégias pedagógicas colaborativas, a partir de relatos de docentes. Além de trazer contribuições para o projeto de uma EAD baseada em colaboração e comunicação, a pesquisa contribui metodologicamente para a área do design de interação com a proposição da técnica da entrevista baseada em cenários. A partir de entrevistas não-diretivas com profissionais da EAD, foram desenvolvidos cenários que têm como tema interações entre pessoas em ambientes virtuais de aprendizagem utilizados para EAD. Esses cenários serviram de base para entrevistas semiestruturadas, com docentes tutores. As entrevistas trazem descrições detalhadas sobre como esses profissionais colocam em práticas estratégias pedagógicas baseadas em comunicação e colaboração e mostram o crescimento do papel da tutoria em EAD nos modelos pedagógicos que utilizam essas estratégias, expondo situações que indicam a necessidade de sistemas que apoiem as tarefas do tutor dentro dos ambientes virtuais de aprendizagem.<br>This research deals with interaction mediated by communication and collaboration tools in virtual learning environments, within the context of distance education, and from the standpoint of pedagogical usability and interaction design. It is assumed that there are problems related to interaction mediated by virtual learning environments that hinder the implementation of teaching strategies of DE-based collaboration and communication. Thus, the study, based on teachers reports, aims to find requirements and issues that may influence the use of virtual learning environments for planning and implementation of collaborative teaching strategies. In addition to bringing contributions to the design of a distance education based on collaboration and communication, research contributes methodologically to the area of interaction design with the proposition of the use of scenario-based interview technique. Unstructured interviews were conducted with professionals of distance education, to support the development of scenarios that served as subjects for the interview technique based on scenarios with teachers directly involved in interactions with students during courses. The interviews include detailed descriptions of how these professionals put into practice pedagogical strategies based on communication and collaboration and expose the growing role of tutoring in distance education pedagogical models that propose collaborative teaching strategies, resulting in the need for systems that support tutor tasks within virtual learning environments.
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Lee, Sanglin. "A Pedagogical Model for Realigning the Priorities in Technical Communication Between Industry and Academia." Thesis, Virginia Tech, 2014. http://hdl.handle.net/10919/48029.

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Although there have been many attempts to mediate the longstanding gap between technical communication academics and practitioners, the field has yet to become a unified community. This study tracks the history of the field to identify the causes of the breach. The goal of this thesis is to assess technical communication's current industry and academic environment based on data collected from interviewing selected academics and practitioners. For my research, I compared my interview findings to the information from my bibliographical research in order to contribute to creating a healthy research-to-practice loop by producing a course syllabus for a senior seminar for the Professional Writing option within Virginia Tech's department of English. This syllabus contains readings, assignments, projects, and industry tests that are meant to help students contribute to bridging the gap between academia and industry by combining the important components from both sides of technical communication. Research indicates that important professional skills for the workplace include knowing how to transform writing into products through topic-based writing, structured authoring, and information typing. Examples of other important professional technical communication skills include search engine optimization and content repurposing. Advanced technical communication-related jobs in industry include content strategist and information architect. Methods of diminishing the gap between academics and practitioners and providing an environment that is conducive to collaborative research include generating awareness among technical communicators about what the other group does, changing the paradigm for research and faculty requirements for technical communication academics, and the two groups collaborating to develop more technical communication-related internships for students.<br>Master of Arts
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Na, Pham Phu Quynh. "Error analysis in Vietnamese - English translation : pedagogical implications." Thesis, View thesis, 2005. http://handle.uws.edu.au:8081/1959.7/20242.

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The aim of this study is to investigate the extent to which the typological differences between Vietnamese and English influence the process of translating authentic Vietnamese sentences into English through an error analysis of the Vietnamese-English translations by Vietnamese EFL students. It starts with the assumption that Vietnamese is a topic-prominent language and the basic structure of Vietnamese manifests a topic-comment relation, rather than a subject-predicate relation (Thompson, 1987; Dyvik, 1984; Hao, 1991; Rosén, 1998), and tries to find out whether the students are more likely to make more errors when the topic of the sentence is not identical with the grammatical subject. This study also investigates the most common types of errors Vietnamese students make when translating topic-comment structures from Vietnamese into English. The analysis focuses on the errors made when translating the dropped subject and empty elements of Vietnamese. This is important, given the fact that the grammatical subject is always required in English, but not in Vietnamese. The data was collected from 95 students of English translation classes in their first, second, third, and fourth years in the Department of English Language and Literature at the University of Social Sciences and Humanities, Ho Chi Minh City, Vietnam. Using an error analysis technique often adopted in studying the deviated forms produced by second language learners (James, 1998; Richards, 1974; Corder, 1974), the study constructs an error corpus in the form of a Microsoft Excel Spreadsheet and classifies all the errors based on the categories they belong to (linguistic, comprehension or translational) and the kind of deviation they are (addition, omission, misordering or misselection, etc). The study establishes a taxonomy of errors, which includes three main categories: linguistic errors, comprehension errors and translation errors. The results of the study suggest a number of potential errors students are prone to making when translating the topic-comment structure of Vietnamese into English, and provides some practical guidelines for teachers, so that they can help students deal with these types of errors in Vietnamese-English translations.
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Scott, Philip Harland. "Developing science concepts in secondary classrooms : an analysis of pedagogical interactions from a Vygotskian perspective." Thesis, University of Leeds, 1997. http://etheses.whiterose.ac.uk/483/.

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This study is concerned with how teachers use and guide classroom talk to support students in developing an understanding of scientific conceptual knowledge. The focus is on teachers and teaching. The study involves developing theoretical tools for describing the ways in which teachers make scientific ways of talking and knowing available to their students in classroom settings. The study has both theoretical and empirical components. The theoretical component involves drawing on aspects of Vygotslcy's socio-cultural theory of learning and development and the work of other neo-Vygotskian scholars to develop theoretical tools, based on the concept of the teaching narrative, for analysing the teaching interactions of the classroom. The empirical part involves taking those theoretical tools and applying them to real classroom situations. It is anticipated that the process of applying the theoretical tools to particular classroom situations will enable elaboration and further development of those tools; in this respect there is close interlinking between theoretical and empirical components of the study. The empirical component is based on two case studies. These case studies detail short teaching sequences in which two teachers introduce their classes to particular scientific concepts. The first case involves teaching and learning about chemical change (focussing on the process of rusting) and the second about air pressure. In summary, the main aim of this thesis is to draw upon Vygotskian theory to develop ways of talking and thinking about language-based pedagogical strategies of science teaching. The intention is that such ways of talking and thinking, framed in terms of the teaching narrative, should contribute to the professional language of science teaching providing tools for reflecting on and developing teaching practice.
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Na, Pham Phu Quynh. "Error analysis in Vietnamese - English translation pedagogical implications /." View thesis, 2005. http://handle.uws.edu.au:8081/1959.7/20242.

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Thesis (Ph.D.) -- University of Western Sydney, 2005.<br>"A thesis submitted to the School of Humanities and Languages of the University of Western Sydney, College of Arts, School of Humanities and Languages, in fulfillment for the requirements of the degree of Doctor of Philosophy, December 2005." Includes bibliographical references and appendices.
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Harumi, Seiko. "The use of silence by Japanese learners of English in cross-cultural communication and its pedagogical implications." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10006613/.

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This thesis examinest he use of silence by Japanese learners of English in cross-cultural communication. It also considers how cross-cultural misunderstandings can be avoided in a pedagogic context. To this end, an analysis is made of a contrastive study of the use of silence by Japanese students learning English, and by Western students learning Japanese. The study draws on insights from the ethnographic approach. The study consists of three parts. The first part, Chapters 1-4, investigates the theoretical background to the study. Chapter 1 examines various definitions of the word 'culture' and investigates the role of Pragmatics in cross-cultural communication. Chapter 2 surveys studies of silence in various socio-cultural contexts. Chapter 3 more specifically explores the use of silence in the Japanese context and its relation to Japanese cultural values and sociocultural norms. Then, Chapter 4 shifts attention to examine differences of communicative styles between Japanese and Westerners, and several important features in interaction. In part two, Chapters 5-8, the ethnographic approach takes the lead in the interpretation of the interview and observational material. Chapter 5 offers an overview of the study and carefully considers the principles of ethnography guiding this investigation. Chapter 6 considers the research design in relation to the context and purposes of the investigation. The data is analysed in Chapters 7 and 8 interpreting the use of silence from a socio-cultural perspective. Chapter 7 discusses the results of the questionnaires. Chapter 8 concentrates on the analysis of the video-recorded data. The last Chapter, Chapter 9, concludes with suggestions of possible pedagogic approaches tackling cross-cultural misunderstanding in foreign language learning.
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Markham, Julie T. "Face-to-face with the Essay: Pedagogical Contributions Through Examining Nonverbal Communication in David Foster Wallace’s Essays." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4864.

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This inquiry focuses on creative nonfiction essay writing and its pedagogy, operating under the conceit that this category of literature possesses rich potential to render fruitful study of nonverbal communication. Creative Nonfiction pedagogy can be enriched and analysis of this genre broadened if somewhat familiar aspects of these texts are considered through the interdisciplinary lens of interpersonal and nonverbal communication. Through critical review of existing creative nonfiction pedagogy and close examination of the role of nonverbal communication in the essays of David Foster Wallace, this document aims to open possibilities through an interdisciplinary study of essay writing in order to contribute to the scholarship and knowledge available to professionals responsible for craft instruction, criticism and analysis of creative nonfiction literature.
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Books on the topic "Pedagogical communication"

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A, Selber Stuart, ed. Computers and technical communication: Pedagogical and programmatic perspectives. Ablex Pub. Corp., 1997.

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Embi, Mohamed Amin. Computer-mediated communication: Pedagogical implications of Malaysian research findings. Karisma Publications, 2010.

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Cmeciu, Camelia, and Bogdan Pătruț. Social media and the new academic environment: Pedagogical challenges. Information Science Reference, 2013.

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Scherling, Laura S. Learning During a Digital Transformation in Communication Design: Faculty, Professional, and Student Views on Changing Pedagogical Practices. [publisher not identified], 2020.

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Musina, Natal'ya, and Tat'yana Muhina. Professional training of police officers for interpersonal communication in a multinational environment. INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/2122908.

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The monograph summarizes and outlines the experience of many years of scientific and practical research on the features of the system of professional training of police officers for interpersonal communication in a multinational environment. The current interdisciplinary issues of the development of the system of professional training of police officers for interpersonal communication in the historical aspect, management of the educational environment of an educational organization are considered. Special attention is paid to the formation of cadets' readiness for interpersonal communication in a multinational environment as a strategic task of professional training of specialists of the Ministry of Internal Affairs of Russia. The effectiveness of the implementation of the author's model of forming the readiness of police officers for interpersonal communication in the process of training and the pedagogical conditions of its functioning, the role of extracurricular activities of cadets as a form of interpersonal communication in the multinational environment of the departmental educational organization of the Ministry of Internal Affairs of Russia are presented. For researchers, teachers of higher education, graduate students, adjuncts, undergraduates, teaching staff, students of psychological and pedagogical fields of training and specialties, commanders of combatant units of courses and faculties, teachers-curators, as well as students in educational organizations of law enforcement agencies of Russia.
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Sergeeva, Ol'ga, and Marina Zheltuhina. Linguopragmatics of the teacher's linguistic personality. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2181457.

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The monograph is devoted to the study of linguistic pragmatics of the teacher's linguistic personality, which meets the socio-political challenges of our time. It offers unique theoretical and practical information on identifying linguistic and pragmatic features of a teacher's linguistic personality in static and dynamic aspects, overcoming conflict in the educational environment, and building harmonious pedagogical communication in various types of discourse, including pedagogical discourse, artistic discourse, and educational media discourse. It is addressed to specialists in the field of communication, as well as to teachers, graduate students and students of humanities and technical fields of higher education institutions within the framework of pedagogical communication. It is intended for linguists, psychologists, teachers, mentors, educators, other employees of social and educational institutions, cultural scientists, politicians, political technologists, political scientists, sociologists, lawyers, PR specialists, journalists, businessmen, economists, as well as a wide range of readers interested in the implementation of effective discursive practices of pedagogical communication in professional and everyday aspects..
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Immssalem, Nuwara Mohammed. Communicative pedagogical grammar for learning another language. University of Manchester, 1996.

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Dąbrowa, Ewa. Pedagogika dialogu: Dialog warunkiem rozwoju osobowego i społecznego. Akademia Pedagogiki Specjalnej, 2008.

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Dąbrowa, Ewa. Pedagogika dialogu: Dialog w teorii i praktyce edukacyjnej. Wydawn. Akademii Pedagogiki Specjalnej, 2009.

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Tydén, Thomas. Knowledge interplay: User-oriented research dissemination through synthesis pedagogics. Univ., 1993.

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Book chapters on the topic "Pedagogical communication"

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Humphreys, Gareth. "Conceptual and pedagogical foundations." In Cultivating Intercultural Communication Awareness. Routledge, 2024. http://dx.doi.org/10.4324/9781003534402-3.

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Alerby, Eva. "Silent Communication: Or ‘Taxi Hell’." In Silence within and beyond Pedagogical Settings. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51060-2_6.

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Paulsen, Morten Flate. "Some Pedagogical Techniques for Computer-Mediated Communication." In Collaborative Dialogue Technologies in Distance Learning. Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-642-57899-1_4.

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Towns, Stuart G., Patrick J. FitzGerald, and James C. Lester. "Visual Emotive Communication in Lifelike Pedagogical Agents." In Intelligent Tutoring Systems. Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/3-540-68716-5_53.

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Dlamini, Reuben, and Fikile Nkambule. "Information and Communication Technologies’ Pedagogical Affordances in Education." In Encyclopedia of Education and Information Technologies. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_216.

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Dlamini, Reuben, and Fikile Nkambule. "Information and Communication Technologies’ Pedagogical Affordances in Education." In Encyclopedia of Education and Information Technologies. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_216-1.

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Burdick, Melanie N., and Heidi L. Hallman. "Shifts in Form, Content, and Communication." In At the Crossroads of Pedagogical Change in Higher Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003024842-6.

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Tham, Jason Chew Kit. "Making and Design Thinking as Pedagogical Strategies for Social Advocacy." In Design Thinking in Technical Communication. Routledge, 2021. http://dx.doi.org/10.4324/9781003036760-4.

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Shchaveleva, Ekaterina N., Andrei N. Kuznetsov, and Yulia V. Pushkina. "Teacher Personality as a Factor of Pedagogical Design." In Multimodality, Digitalization and Cognitivity in Communication and Pedagogy. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84071-6_12.

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Pun, Jack. "Navigating Communication in Traditional Chinese Medicine: Strategies, Challenges, and Pedagogical Implications." In Exploring and Teaching Healthcare Communication. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-08675-5_9.

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Conference papers on the topic "Pedagogical communication"

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Biletska, Maryna, Tatiana Pidvarko, Lina Kotova, and Tetyana Stratan-Artyshkova. "METHODICAL APPROACHES TO THE STUDY OF STUDENTS` MUSICAL ABILITIES IN THE PROCESS OF PEDAGOGICAL COMMUNICATION." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/59.

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The purpose of the research is the improvement of the socio-perceptive skills of the teachers for the correlation of the study and understanding of students� musical abilities. For the achievement of the set of goal, the general scientific methodological approaches (systemic, competent) and the research methods as abstract-logical, analysis and synthesis have been used to study, to generalize and to systematize the obtained information with the purpose of the comparison of the different views of the scientists on the problems of the pedagogical communication and the teaching of students� musical abilities. The detection of the peculiarities of the study and the levels of understanding by the teachers of the uniqueness of the students� musical abilities has been included to the tasks of the research. On the basis of the conducted research, we have found out that the increase of the level of the pedagogical communication (socialperceptive skills) of the teachers can be successfully implemented in musicalpedagogical activity. The program of the observation of the pedagogical influences and the teaching methodology of the evaluation of the effectiveness of the activity of teacher during the individual classes have been developed, and also the ways of the improvement of the socio-perceptive skills of the teachers for the correlation of the study and understanding of students� musical abilities have been outlined.
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Kunwar, Fateh Bahadur, Satyajee Srivastava, R. Dhivya, Monika Gulati, Taruna Anand, and D. Antony Arul Raj. "Machine Learning in Higher Education using RF and SVM for Pedagogical Enhancement." In 2025 3rd International Conference on Integrated Circuits and Communication Systems (ICICACS). IEEE, 2025. https://doi.org/10.1109/icicacs65178.2025.10968288.

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Litvishkov, V. M., and A. V. Vilkova. "Pedagogical communication." In TRENDS OF DEVELOPMENT OF SCIENCE AND EDUCATION. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-08-2018-03.

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Zhdanova, Svetlana Nikolaevna. "INTERCULTURAL COMMUNICATIONS AS A SCIENTIFIC AND PROFESSIONAL PHENOMENON." In Сollection of articles. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-53723.

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In the course of a theoretical analysis, the concepts of “communication” and “intercultural communication” are clarified, the relevance of intercultural professional and scientific - pedagogical communications in an information society, expanding the scale of intercultural interaction of teachers, is revealed. The necessity of the development of intercultural communicative competence of the teacher as a result of the development of intercultural communications in professional - pedagogical activity is substantiated.
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Vasil'ev, A., R. Lysenko, and M. Nikiforova. "Some Aspects of Pedagogical Communication." In 2006 16th International Crimean Microwave and Telecommunication Technology. IEEE, 2006. http://dx.doi.org/10.1109/crmico.2006.256317.

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"SEMIOTIC BASIS OF PEDAGOGICAL COMMUNICATION." In International Psychological Applications Conference and Trends. inScience Press, 2023. http://dx.doi.org/10.36315/2023inpact123.

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Arhipova, Yu I. "Educational Communication Strategies In Primary School." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.84.

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Klochko, S. A. "Using narrative competence in communication with AI." In PROSPECTS FOR PEDAGOGICAL AND PSYCHOLOGICAL RESEARCH. Baltija Publishing, 2024. http://dx.doi.org/10.30525/978-9934-26-403-0-42.

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Markova, S. V., and D. V. Kostenko. "Educational discourse on hardiness and dialogic communication." In PROSPECTS FOR PEDAGOGICAL AND PSYCHOLOGICAL RESEARCH. Baltija Publishing, 2024. http://dx.doi.org/10.30525/978-9934-26-403-0-8.

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Skvortsova, T. P. "Information And Communication Technologies In Additional Art Education Of Children." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.83.

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Reports on the topic "Pedagogical communication"

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Холошин, Ігор Віталійович, Ірина Миколаївна Варфоломєєва, Олена Вікторівна Ганчук, Ольга Володимирівна Бондаренко, and Андрій Валерійович Пікільняк. Pedagogical techniques of Earth remote sensing data application into modern school practice. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/3257.

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Abstract. The article dwells upon the Earth remote sensing data as one of the basic directions of Geo-Information Science, a unique source of information on processes and phenomena occurring in almost all spheres of the Earth geographic shell (atmosphere, hydrosphere, lithosphere, etc.). The authors argue that the use of aerospace images by means of the information and communication technologies involvement in the learning process allows not only to increase the information context value of learning, but also contributes to the formation of students’ cognitive interest in such disciplines as geography, biology, history, physics, computer science, etc. It has been grounded that remote sensing data form students’ spatial, temporal and qualitative concepts, sensory support for the perception, knowledge and explanation of the specifics of objects and phenomena of geographical reality, which, in its turn, provides an increase in the level of educational achievements. The techniques of aerospace images application into the modern school practice have been analyzed and illustrated in the examples: from using them as visual aids, to realization of practical and research orientation of training on the basis of remote sensing data. Particular attention is paid to the practical component of the Earth remote sensing implementation into the modern school practice with the help of information and communication technologies.
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Kholoshyn, Ihor V., Iryna M. Varfolomyeyeva, Olena V. Hanchuk, Olga V. Bondarenko, and Andrey V. Pikilnyak. Pedagogical techniques of Earth remote sensing data application into modern school practice. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3262.

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The article dwells upon the Earth remote sensing data as one of the basic directions of Geo-Information Science, a unique source of information on processes and phenomena occurring in almost all spheres of the Earth geographic shell (atmosphere, hydrosphere, lithosphere, etc.). The authors argue that the use of aerospace images by means of the information and communication technologies involvement in the learning process allows not only to increase the information context value of learning, but also contributes to the formation of students’ cognitive interest in such disciplines as geography, biology, history, physics, computer science, etc. It has been grounded that remote sensing data form students’ spatial, temporal and qualitative concepts, sensory support for the perception, knowledge and explanation of the specifics of objects and phenomena of geographical reality, which, in its turn, provides an increase in the level of educational achievements. The techniques of aerospace images application into the modern school practice have been analyzed and illustrated in the examples: from using them as visual aids, to realization of practical and research orientation of training on the basis of remote sensing data. Particular attention is paid to the practical component of the Earth remote sensing implementation into the modern school practice with the help of information and communication technologies.
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Kolesova, N. A. Educational and methodological manual for teachers of preschool educational organizations "Elements of fairy-tale therapy in the socio-communicative development of older preschool children". Sib-expertise, 2022. http://dx.doi.org/10.12731/er0532.03022022.

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The textbook emphasizes the relevance of the problem of the socio-communicative development of children of older preschool age. The manual consists of two chapters: the first chapter reveals general approaches and features of using elements of fairy-tale therapy in working with children of older preschool age to form their socio-personal competencies, describes the features of perceptions of preschool-age children when reading tales into their hearing, and also reveals the use of elements of fairy-tale therapy in pedagogical measures for the socio-communicative and speech development of older preschool children. The second chapter is devoted to the description of the most effective methods that make it possible to determine the degree of assimilation of the child's socio-personal competencies and the level of effectiveness of pedagogical influence aimed at communication and interaction between the children of the group. Practical materials are presented in the form of therapeutic tales that can be used by teachers of preschool educational organizations in corrective and developmental work on the socio-communicative development of older preschool children. The educational and methodological manual is addressed to teachers of preschool educational organizations, can be used in the system of further training in educational programs "Pedagogical activities in the context of the implementation of GEF preschool education," "Modern educational technologies in the context of the implementation of GEF preschool education."
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Білоконенко, Л. А. The Course of Communicology in the System of Vocational Training of Philologists. ФОП Маринченко С. В., 2020. http://dx.doi.org/10.31812/123456789/4646.

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Communicology is the science of human communication. The purpose of this work is to share the experience of the Department of Ukrainian Kryvyi Rih State Pedagogical University in the field of communication studies, in particular, in organizing the practical work of students at bachelor’s degree, master’s Degree and PhD Degree. The activity of the teachers of our department is aimed at ensuring that students and postgraduate students acquire communicative competences, which allow the modern teacher to get to a high level of realization of professional functions based on national and world standards. The focus of this work is an analysis of compliance of the State standards in speciality “Philology” and the content of the programs of disciplines of the department, which ensure the quality of higher education. In this context, the author talks about the three stages of communicative education. We draw attention to our own practical experience in teaching the course in Ukrainian Communology for PhD students. The article also discusses the prospects for communication education in Ukraine, which today has not yet become a mandatory humanitarian component of vocational training.
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Luparenko, Liliia. The Use of Electronic Open Journal Systems in Scientific and Pedagogic Research: Results of Experiment. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4465.

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The article deals with the problem of the use of electronic open journal systems in scientific and pedagogical research as well as the formation of ICT competence of researchers on the use of such systems. The concepts of electronic journal system (EJS) are considered. The most common kinds of electronic journal systems are revealed (proprietary, local (in-house), open and cloud journal systems). The criteria for accessing the effectiveness of the electronic open journal systems (EOJS) use in scientific and pedagogical research are described (normative, organizational and communication, effective), as well as their indicators. The organizational and pedagogical model of EOJS use in scientific and pedagogical researches is developed. The definition of "ICT competence of researchers on the use of EOJS in scientific and pedagogical research" is provided; its components are described; criteria (axiological, cognitive, praxeological, adaptive) and indicators of its formation are defined. The model of formation of this competence is provided. The main stages of the experimental process (2010–2018) are described. The results of the formation of ICT-competence of researchers and information-analytical monitoring of the scientific journals of the National Academy of Educational Sciences of Ukraine are presented.
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Ступнік, М. І., В. С. Моркун, and З. П. Бакум. Information and Communication Technologies in the Process of Mining Engineer Training. Криворізький державний педагогічний університет, 2013. http://dx.doi.org/10.31812/0564/405.

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Based on scientific analysis the authors of the article argued the necessity of solving priority tasks – the development of new educational technologies aimed at supporting the training of engineers in terms of the mining engineering as high-tech industry. The features of mining computer technologies are determined. There was worked out the project of the adaptive system of a mining engineer individual training "Electronic manual" aimed at the development of future professionals. The essence of individual preparation of future mining engineer ICT is defined. It is proved that the efficiency of the designing and planning of mining operations through the introduction of ICT at present is the real way to influence the quality of mining products that will promote individual learning orientation. For the first time pedagogical foundations for introducing adaptive training of mining engineers are clarified.
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Kolgatin, Oleksandr H., Larisa S. Kolgatina, Nadiia S. Ponomareva, and Ekaterina O. Shmeltser. Systematicity of students’ independent work in cloud learning environment. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3247.

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The paper deals with the problem of out-of-class students’ independent work in information and communication learning environment based on cloud technologies. Results of appropriate survey among students of pedagogical university are discussed. The students answered the questions about systematicity of their learning activity and propositions for its improving. It is determined that the leading problems are needs in more careful instruction according to features of the task completing, insufficient experience in self-management, the lack of internal motivation. Most of all, students recommend to provide the tasks with detail instruction (oral or written) and to pay attention to careful planning the time that is necessary for full completion of the task. It is pointed that such complicated requirements can be satisfied only by complex use of information and communication technologies as well as the automated system of pedagogical diagnostics. Some requirements for management of students’ out-of-classroom independent work are formulated as a result of this discussion.
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Kharkivska, Alla A., Liudmyla V. Shtefan, Muntasir Alsadoon, and Aleksandr D. Uchitel. Technology of forming future journalists' social information competence in Iraq based on the use of a dynamic pedagogical site. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3853.

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The article reveals scientific approaches to substantiating and developing technology to form social information competence of future Iraqi journalists based on using a dynamic pedagogical site. After pre-interviewing students of the Journalism Faculty at Al-Imam Al-Kadhim University College for Islamic Sciences in Baghdad, the authors came to the conclusion there are issues on defining the essence of social information competences. It is established that the majority of respondents do not feel satisfied with the conditions for forming these competences in the education institutions. At the same time, there were also positive trends as most future journalists recognized the importance of these professional competences for their professional development and had a desire to attend additional courses, including distance learning ones. Subsequently, the authors focused on social information competence of future journalists, which is a key issue according to European requirements. The authors describe the essence of this competence as an integrative quality of personality, which characterizes an ability to select, transform information and allows to organize effective professional communication on the basis of the use of modern communicative technologies in the process of individual or team work. Based on the analysis of literary sources, its components are determined: motivational, cognitive, operational and personal. The researchers came to the conclusion that it is necessary to develop a technology for forming social information competence of future journalists based on the use of modern information technologies. The necessity of technology implementation through the preparatory, motivational, operational and diagnostic correction stages was substantiated and its model was developed. The authors found that the main means of technology implementation should be a dynamic pedagogical site, which, unlike static, allows to expand technical possibilities by using such applications as photo galleries, RSS modules, forums, etc. Technically, it can be created using Site builder. Further research will be aimed at improving the structure of the dynamic pedagogical site of the developed technology.
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Falfushynska, Halina I., Bogdan B. Buyak, Hryhorii V. Tereshchuk, Grygoriy M. Torbin, and Mykhailo M. Kasianchuk. Strengthening of e-learning at the leading Ukrainian pedagogical universities in the time of COVID-19 pandemic. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4442.

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Distance education has become the mandatory component of higher education establishments all over the world including Ukraine regarding COVID-19 lockdown and intentions of Universities to render valuable knowledge and provide safe educational experience for students. The present study aimed to explore the student’s and academic staff’s attitude towards e-learning and the most complicated challenges regarding online learning and distance education. Our findings disclosed that the online learning using Zoom, Moodle, Google Meet, BigBlueButton and Cisco has become quite popular among the students and academic staff in Ukraine in time of the lockdown period and beyond. Based on the Principal Component Analysis data processing we can conclude that students’ satisfaction and positive e-learning perception are in a good correlation with quality of e-learning resources and set of apps which are used while e-learning and distance education. Also, education style, methods, and manner predict willingness of students to self-study. The self-motivation, time-management, lack of practice, digital alienation, positive attitude towards ICT, and instruction strategy belong to the most important challenges of COVID-19 lockdown based on the students and academic staff interviews. Online learning on daily purpose should be used in the favor of strengthening of classical higher education rather than replacing the former. Blended education is the best alternative to face-to-face education, because the communication with mentor in a live environmental even virtual should have ushered the learners to complete online learning and improve its results.
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SOLOVEVA, N., and V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.
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