| Annotation |
The relevance of addressing the problem of pedagogical interaction is due to the demand for this phenomenon for the educational system. The basis of its study is the methodology that reveals interaction as a significant category of philosophy with corresponding characteristics (fundamental, continuity, stability, reactivity, etc.), which are manifested in various spheres, including education. As a result of a comparative analysis of publications devoted to pedagogical interaction, it was noted that this concept is reduced, which simplifies the idea of the phenomenon itself, and is fixed in the normative and methodological base. The task was set at USPU to update the theory and practice of interaction pedagogy through its consistent disclosure in a number of disciplines (“Pedagogy”, “Fundamentals of professional interaction”, “Theory and practice of professional interaction”). The topics of the classes were devoted to the tactics and strategies of joint activities of participants in educational relations, the problems of forming the subjectivity of students, the professional and pedagogical culture of the teacher, etc. Students acted as students and trainers, evaluators and evaluators, organizers, consultants, experts, etc., organizing “professional” interaction with various “participants in educational relations”. These classes were positively evaluated by them for their practical orientation, a combination of theoretical and applied aspects, problematization as an alternative to the usual presentation of the material, productivity, dialogical form of the lesson, etc. As the final results, it was concluded that it is necessary to further study the pedagogy of interactions so that the methodological (instrumental) approach becomes the basis for revealing the methodological basis with further productive implementation in the practice of the educational process. |
| References |
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