Abstract
Professional-pedagogical communication, as a condition for developing communicative abilities and a form of psychological interaction between educators and learners during the educational process and practical training, is aimed at the comprehensive development of future professionals in vocational education and creating conditions for the realisation of their independent, professional, and creative abilities. The purpose of this research was to determine the main ways of organising practical training as one of the priority conditions for shaping pedagogical communication among future professionals in vocational education. A complex of methods including theoretical, systemic, analysis of practice program, and survey methods was employed to thoroughly explore the research topic. The study established that purposeful pedagogical guidance, methods of implementation and improvement of practical training, and enhancing the content of activities of future professionals in vocational education during practical training create conditions as an important factor for forming all components of professional-pedagogical communication of higher education students, perceiving themselves as vocational education educators. The research also analysed and summarised the experience of Ukrainian and foreign scholars regarding pedagogical-professional communication and ways to improve the practical training of future professionals in vocational education. It further synthesises the issues related to improving the organisation of pedagogical practice as one of the priority conditions for shaping professionalpedagogical communication of future professionals in vocational education in the specialty 015 Vocational Education (Occupational Safety, Transport). A set of pedagogical conditions is formulated. The practical significance of this work lies in the fact that the specified relevance, methods, formulated pedagogical conditions, and analysed the process of practical training by future professionals in vocational education, and conclusions as a whole can be utilised for: improving practical training programs in higher education institutions; introducing the educational component “Pedagogical Communication in Vocational Education” for higher education students of the specialty 015 Vocational Education (Occupational Safety, Transport)
Keywords
pedagogy; professional communication; competencies; educational process; practical training; higher education students; occupational safety
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