Keywords: environment of information-educational mobility; educational environment; methodological
support disciplines; musicians- performers; the modern music pedagogy of Euro-Asian Economic Union; open
learning pedagogical concept.
Kazhimova K.R. – master of pedagogical sciences, senior teacher,
WKSU after M.Utemisov
(Uralisk city, Kazakhstan), E-mail: email@example.com
FORMS AND METHODS OF TEACHING PEDAGOGICAL DIALOGUE Abstract. This article discusses the forms and methods of training teacher’s pedagogical communication.
Keywords: teacher, teacher communication, training technologies, role play, modeling, analytical
thinking, creative activities, behavior, communicative competence.
In the teaching profession communicative competence is the leading characteristic activity. Pedagogical
- The exchange or transfer of information;
- Development of professional skills;
- Exchange activity
- Formation of attitudes towards themselves and others.
At present, the teacher is not only a translator of information, but also the source, educator, instructor, a
spokesman for culture, etc.
Pedagogical dialogue of the teacher is the professional communication with students in the classroom and
outside, aimed at creating a favorable psychological climate, as well as other kinds of psychological optimization
of training activities and the relationship between teacher and student with specific pedagogical functions (A.A.
Synthesis of the main characteristics forms pedagogical system that provides organized by the teaching
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training and education of the person.
Pedagogical communication is characterized by a triple direction (educational interaction on students and
on the subject of study) and a triple orientation of its subjects (personal, social and subject) (L.A. Kharaeva).
Stages of pedagogical dialogue:
Modeling of the forthcoming pedagogical dialogue in preparation for the lesson (prognostic
The process of direct communication (initial period of communication) – "communicative
Management of communication in pedagogical process;
Analysis of the work of communication and simulation technology for new solutions of other
There are also two functions of pedagogical communication.
Training. It is the leading feature, but at the same time is only part of multilateral interaction of
teachers and students. It is manufactured in a specially organized process at all levels of the education
system – pre-school, school, high school.
Educative. It provides a process of moral education.
Styles of pedagogical communication
The authoritarian. The teacher, according to their own systems, defines the objectives of
interaction subjectively evaluates performance. This style of communication, according to Maslova NF,
creates inadequate self-esteem of students and other forms of neurotics.
Democratic. This style is characterized by the cooperation of members of pedagogical
The most productive method of cooperation is exactly democratic.
To meet these roles, he has to learn new competencies, including communicative. In the process of
preparation of the teacher must pay more attention to issues of pedagogical communication. The training -
educational process should go from exposure to educability to interact with it. Therefore, the teacher needs
to know about effective communication and how to learn. Best fits those needs training technologies. Its
advantage over traditional (lectures, seminars) is to model the real situation of pedagogical communication,
which allows the lesson to discuss the most effective methods, techniques, verbal support, exercises and
games to reinforce the skills and abilities .
Studying psychology course involves obtaining knowledge about pedagogical communication and
the formation of skills of interaction, but it should help the knowledge and skills to implement during the
course of the study of pedagogy, which should bring questions of seminars, Independent work of students
with a teacher, the Independent work of student to real situations of pedagogical process. Most correspond
to the acquisition of professional skills of pedagogical dialogue business forms such as training, role-
playing and simulation games, analysis of the situation (case) communicative exercises.
In the application of the participants formed the most productive techniques and methods of
interaction, based on the individual characteristics of the person and its communicative competence .
A feature of the training technology is that it allows you to "play" the process of interaction between
the participants to find and use appropriate actions to ensure active in creating educational and
experimental environment in which feedback is implemented.
In the training techniques for teaching the following methods of active learning: information,
communication, mini-lectures, discussion, role-play, acting out situations in the roles, situational analysis
(analysis of the case), communication exercises, role-playing, video analysis.
Using these methods, problems are solved: the practical application of knowledge and skills of
pedagogical communication, personal communication style and others.
In learning to communicate implemented in stages: acquisition of knowledge, demonstration and
application. For the acquisition of knowledge uses information message, mini-lecture, books; to
demonstrate: role play, case studies, lively illustrations, videos; for use: role-playing games, simulation
During the course of the study of pedagogy at the seminars, Independent work of students with the
teacher apply traditional analysis of specific situations that develops analytical thinking, helping them to
acquire the skills to work with information, choice of optimal decision making, motivation and activation
of students. Created as mastery of knowledge and skills relating to the situation: known for solve concrete
samples; detailed - should be compared with other similar situations; unknown - situation has not met
before, and they can not be compared with the sample. For example, when studying the topic "methods of
education" carried out the analysis of situations
"making claims", "example", "command and
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influence of the environment", etc.
Close to the case method is a method of situational exercises (situational tasks). Its purpose is the
assimilation of knowledge and the acquisition of professional skills through interaction in conditions close
to the actual teaching practice. The proposed text of the description of the situation, for example to choose
the best method of learning in realistic terms, the groupware that stimulates the desire to find a better
Alternatively situational technology used method for analyzing incidents (cases - complicated or
unusual cases). Tutoring is offered in writing or verbally specific case studies (incident), which sets out
briefly in a few phrases, lines, and for the solution requires knowledge and experience gained in their
research and creative activities, learning to make decisions and carry out practical action. For example,
when studying the topic "methods of education" reported: During the tour, you and your children have
come to the river, some children ran to the water, steep coast. Your actions? The method allows one to
engage in a conversation with questions: "What decision you make?", "What do you think about this?", Etc.
This makes it possible to ascertain the views of individual participants involved in the analysis and
discussion of indecision.
When considering the problems arising in the process of interaction with the students to apply the
methods of the incident, which is to review the cases of accidents, collisions unpleasant character.
Happened, "the teacher pupil rude", "pupil refused to comply." Invited to decide, tutoring is given clearly
insufficient information. Therefore, they must to solve the problem: to collect the missing information; find
out what you need to know to make a decision, think that to be done in practice. To make the right decision
students have questions to the teacher, by their nature to judge the effectiveness of thinking.
Method of playing roles (staging) is used to create a true learning or educating the situation and makes it
possible to evaluate the actions and behavior of the performers. For example, "I'm your new master."
A variation of the method of staging is role-playing game. Role play is characterized by a logic
model, the presence of roles, goals difference game participants, the presence of a common goal of the
whole group, alternative solutions, results, availability of individual and group assessment. Content of the
game is a professional situation. Role-playing games involve students in the learning process, causing
interest in him, they help to identify the strengths and weaknesses of students, to express their individuality.
Task, seek to solve the group members - to create a model of behavior, attitudes characteristic in teaching
practice for real people. At the end of the session, participants analyzed the course of solving the problem,
assess literacy, the effectiveness of each participant.
Role play is used when learning to design lessons of various types and species. Microgroup requested
to prepare and carry out a certain kind of lesson (integrated lesson, a lesson in a press conference, a lesson -
auction, and others), A form of extra-curricular activities (discussion on the ethical topic, contest, festival,
etc..) Or parent meeting (organizational, thematic, final) .
The most effective teachers have deep knowledge of the subjects they teach, and when teachers’
knowledge falls below a certain level it is a significant impediment to students’ learning. As well as a
strong understanding of the material being taught, teachers must also understand the ways students think
about the content, be able to evaluate the thinking behind students’ own methods, and identify students’
common misconceptions. Includes elements such as effective questioning and use of assessment by
teachers. Specific practices, like reviewing previous learning, providing model responses for students,
giving adequate time for practice to embed skills securely and progressively introducing new learning
(scaffolding) are also elements of high quality instruction.
Covers quality of interactions between teachers and students, and teacher expectations: the need to
create a classroom that is constantly demanding more, but still recognizing students’ self-worth. It also
involves attributing student success to effort rather than ability and valuing resilience to failure (grit).
A teacher’s abilities to make efficient use of lesson time, to coordinate classroom resources and
space, and to manage students’ behavior with clear rules that are consistently enforced, are all relevant to
maximizing the learning that can take place. These environmental factors are necessary for good learning
rather than its direct components. Why teachers adopt particular practices, the purposes they aim to
achieve, their theories about what learning is and how it happens and their conceptual models of the nature
and role of teaching in the learning process all seem to be important. Behaviors exhibited by teachers such
as reflecting on and developing professional practice, participation in professional development, supporting
colleagues, and liaising and communicating with parents.
Assessing teacher quality through multiple measures. A formative teacher evaluation system – based
on continuous assessment and feedback rather than a high-stakes test -must incorporate a range of
measures, from different sources, using a variety of methods. A key to suitably cautious and critical use of
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different methods is to triangulate them against each other. A single source of evidence may suggest the
way forward, but when it is confirmed by another independent source it starts to become a credible guide.
Currently available measures can give useful information, but there is a lot of noise around a weak signal,
so we must be careful not to over-interpret.
Six approaches to teacher assessment. For this review we focused on three approaches to assessing
teachers that demonstrate moderate validity in signaling effectiveness:
1.classroom observations by peers, principals or external evaluators
2.‘value-added’ models (assessing gains in student achievement)
3.student ratings. Three other approaches had limited evidence:
4.principal (or head teacher) judgment
6.analysis of classroom and teacher portfolios
Classroom observations. Successful teacher observations are primarily used as a formative process –
framed as a development tool creating reflective and self-directed teacher learners as opposed to a high
stakes evaluation or appraisal. However, while observation is effective when undertaken as a collaborative
and collegial exercise among peers, the literature also emphasizes the need for challenge in the process –
involving, to some extent, principals or external experts.
Levels of reliability that are acceptable for low-stakes purposes can be achieved by the use of high-quality
observation protocols. These include using observers who have been specifically trained –with ongoing quality
assurance, and pooling the results of observations by multiple observers of multiple lessons.
Measuring student gains Value-added models are highly dependent on the availability of good outcome
measures. Their results can be quite sensitive to some essentially arbitrary choices about which variables to
include and what assumptions underpin the models. Estimates of effectiveness for individual teachers are only
moderately stable from year to year and class to class. However, it does seem that at least part of what is
captured by value-added estimates reflects the genuine impact of a teacher on students’ learning.
Student ratings. Collecting student ratings should be a cheap and easy source of good feedback about
teaching behaviors from a range of observers who can draw on experience of many lessons. There is
evidence of the validity of these measures from use both in schools and, more widely, in higher education.
Рlato talks about pedagogues as ‘men who by age and experience are qualified to serve as both
leaders and custodians ’ of children. Their role varied but two elements were common. The first was to be
an accompanist or companion – carrying books and bags, and ensuring their wards were safe. The second,
and more fundamental task in relation to boys, was to help them learn what it was to be men. This they did
by a combination of example, conversation and disciplining. Pedagogues were moral guides who were to
be obeyed. The pedagogue was responsible for every aspect of the child’s upbringing from correcting
grammar and diction to controlling his or her sexual morals. Reciting a pedagogue’s advice, Seneca said,
“Walk thus and so; eat thus and so, this is the proper conduct for a man and that for a woman; this for a
married man and that for a bachelor’. Employing a pedagogue was a custom that went far beyond Greek
society. Well-to-do Romans and some Jews placed their children in the care and oversight of trusted slaves.
As Young notes, it was a continuous (and ever widening) practice from the fifth century B.C. until late into
imperial times. He further reports that brothers sometimes shared one pedagogue in Greek society. In
contrast, in Roman society there were often several pedagogues in each family, including female overseers
for girls. This tradition of accompanying and bag carrying could still be found in more recent systems of
slavery such as that found in the United States – as Booker T Washington recounted in his autobiography.
A fundamental element in the growing interest in pedagogy was a shift in government focus in
education in England. As well as seeking to control classroom activity via the curriculum there was a
movement to increase the monitoring of classroom activity via regular scrutiny by senior leadership teams
and a much enhanced Ofsted evaluation schedule for lesson observation. Key indicators for classroom
observation included a variety of learning styles addressed, pace, dialogue, the encouragement of
independent learning and so on. A number of popular guides appeared to help teachers on their way –
perhaps the best received of which was The Perfect Ofsted Lesson. While the language sounded
progressive, and the practices promoted had merit, the problem was the framework in which it was placed.
It was, to use Alexander’s words, ‘pedagogy of compliance’. ‘You may be steeped in educational research
and/or the accumulated wisdom of 40 years in the classroom, but unless you defer to all this official
material your professional judgements will be ‘uninformed’
We need to move discussions of pedagogy beyond seeing it as primarily being about teaching – and
look at those traditions of practice that flow from the original pedagogues in ancient Greece. We have
much to learn through exploring through the thinking and practice of specialist pedagogues who look to
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accompany learners; care for and about them; and bring learning into life. Teaching is just one aspect of
their practice .
At the seminars, Independent work of student with a teacher effective method for training a group
discussion and stimulate students. Discussion allows the situation of political interaction and the presence
of different approaches, perspectives, attitudes, take a group decision. Can be divided into micro-groups to
organize inter-group discussion in order to select the best teaching methods, according to the didactic task.
The discussion can also be used after the application of role-playing game. The debate will actively acquire
knowledge, to move away from stereotypes in the behavior and activities of teachers.
If you are a teacher, you must change. You have many works, much aims, your work is very difficult
and mission, that’s why you should change. You should love children, you must give knowledge to
children and that’s why you should change.
Why should you change? You must change, because only the teachers understand that knowledge is
expensive for everyone. You do many good things for children and learn many things for their future, that’s
why you will change.
Why is it necessary to change? Because the money more than ever and popular teacher understand,
decided to become a teacher. You can change the world - for a change in the general fatigue was a teacher
... You have the right to do something does not change because it is correct, and you do not understand the
need to set an example to others, because they should be done properly. You must work for many hours.
The tasks assigned to you, and you've learned a little popular. You know that there is a result of doing long.
The world has changed, you must change, and you know that it is very dangerous to remain
unchanged at the moment. You change because you trained, love knowledge, love children and they are
following the direction of the rapidly changing world and you know you need that, you first need to find
their own way to do it. So, they need to change.
Comparative analysis of innovative learning environment, come to the following conclusion:
Teachers are many teaching strategies, the possibility to mix different pedagogical approaches, as
well as specific techniques and strategies necessary knowledge about the case and how to use.
Teachers use strategies in general, to the training of the class, as well as the direction of
jürgizililetin studies, group work, independent study and personal research will be carried out. Moreover,
the educational strategies for each pupil should remember that individual feedback.
Teachers taught by their partners and close to the subject of the discipline; one or a number of
other organizations within the organization; providing a network of professional and community mentoring
system should be able to set up cooperation within the framework of other partnerships.
Teachers strong skills in the field of educational technologies, and to learn how to use them as an
effective tool for teaching methods, in particular, the process of learning to optimize the use of digital resources,
control of the educational process - the use of effective information management systems need to know that.
Teachers in collaboration with colleagues to create a learning environment, and to contribute to the
planning and management of the need to improve the most.
Teachers for education by their own experience of reflecting on their practice .
Role play, discussion, method incident and others, Prepares students for teaching practice and in
general to the professional activities, help to overcome the fear of interaction with the students, identify
their skills and to identify opportunities in the selection and implementation of optimal methods of training