Model of formation of the communicative competence of software engineering specialists
Journal Title: Педагогіка формування творчої особистості у вищій і загальноосвітній школах - Year 2018, Vol 61, Issue 2
Abstract
An important educational task of modern higher education institutions is not only the acquisition of knowledge and skills necessary for further professional development by future software engineering specialists, but also the development of personal qualities and the formation of a range of competences, among which the communicative competence deserves particular attention. The paper presents the aspects of communication of IT specialists, main characteristics of software egnineers. It is revealed that the typical forms of communication in the IT environment are synchronous and asynchronous forms, and the asynchrounous symbolic communication system is predominant one. It is emphasized that most software engineers are introverts with inherent characteristics that are positive for the profession, such as persistence and the ability to focus more deeply and feel the task. It is emphasized that future software engineers, who are introverts, are to be taught to gradually expand the circle of communication, to gain credibility and to master the affective strategies aimed at reducing the excitement, the influence of the stress situation, and positive adjustment during their studies at higher education institutions The structural and functional model of formation of the communicative competence of software engineering specialists is substantiated and presented, the model allows to carry out professional training of specialists, proceeding from the order of society through the educational process at institutions of higher education, taking into account the variables of external and internal factors, The model contains five blocks: the motivational and objective block (the social order of society, the purpose and tasks); the methodological block (includes components of communicative competence, approaches, principles, rules, regularities); the content block (content of disciplines, pattern development); the procedural block (forms, methods, means of the communicative competence formation); the result block (criteria, indicators, levels of the communicative competence formation, the result and the block of result correction).
Authors and Affiliations
С. В. Симоненко
Keywords
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