Search results

1

Sytuacja dydaktyczna z perspektywy kompetencji komunikacyjnych nauczycieli akademickich

100%

Jakubczak-Chodźko M.

Kultura-Społeczeństwo-Edukacja

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2018

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vol. 14

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issue 2

111-117

EN

Jakubczak-Chodźko Magdalena, Sytuacja dydaktyczna z perspektywy kompetencji komunikacyjnych nauczycieli akademickich [The didactic situation from the perspective of academic teacher communication skills]. Kultura – Społeczeństwo – Edukacja nr 2(14) 2018, Poznań 2018, pp. 111–117, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2018.14.9. This article shows a mode of perception of the relevant didactic situation from the perspective of teacher-held communicatio skills. Using the analysis of rationality, presented are new areas of perception of teacher competence. In addition, with the aid of the approach presented by Jürgen Habermas, it was possible to analyse the significance of communication skills as key in the teaching profession.

2

ПЕДАГОГІЧНА КОМУНІКАЦІЯ ЯК СКЛАДОВА ПРОФЕСІЙНОЇ ІДЕНТИЧНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ

92%

Паршук С., Круглова Н.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 5(49)

318-325

EN

The article deals with pedagogical communication as an important professional identity. The purpose of this paper is to outline the concept of educational communication in terms of professional identity; identify pedagogical conditions of formation of communicative skills of the teacher. Analysis of modern teaching practice shows that there are contradictions between the high level of professional knowledge and skills of teachers and their students to transfer failure, inability to engage children in creative activities, to create a friendly atmosphere, set psychological and pedagogical contact, manage their own emotional state. It is proved that communication plays a significant role in solving educational problems in teaching activities. Well developed communication skills are necessary for the teacher to create an optimal educational environment. It is emphasized that communication is a means of professional identity, providing: interpersonal integration (students and teachers, students and parents, teachers and parents, students and students, teachers and educators); inner personal integration (integration of teachers with themselves); social integration (the integration of the personality of teachers and staff, teachers and society, teachers and culture). The effectiveness of pedagogical communication depends on the formation of teachers have clear ideas about the nature and structure of communicative skills, their readiness, among them gnostic, design, constructional and organizational skills. Necessary condition for the successful process of communication is the communicative competence of its participants, while important aspects are the willingness of teachers to educational work, development of socio-psychological skills, interpersonal relations, continuity of pedagogical process, pedagogical communication, designing effective possible reporting tools on the basis of foreseeing the possible consequences of its perception, the design of their own performance, taking students to the conclusions that can be drawn after the presentation, encourage the consolidation of productive action, the effective synthesis of the impacts on students. Important pedagogical conditions of effective communication is the ability of teachers to talk with children logically and clearly, the ability of teachers to assess the quality of transfering information, its completeness, content, form.

3

Impact of Sport-related Games on High School Students’ Communication Skills

92%

Ozturk O. T., Ozbey S., Camliyer H.

Physical Culture and Sport. Studies and Research

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2015

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vol. 67

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issue 1

53-64

EN

In Recent studies underline the fact that adolescents are, at many times, likely to experience serious communication problems with their families and close environments. So, the aim of this study is to determine positive impact of sport-related games, which are performed as extracurricular activities, on high school students’ communication skills. In the study, pre, & post-tests was utilized with the control group’s experimental patterns. Two participant groups were made up of totally 30 high school students, 15 of whom would be in the experimental group and the rest of whom were in the control group. The former group was given sport- related 20 applications for 10 weeks during which the latter group would not deal with any extracurricular activities. Meanwhile, before and after the applications, data was collected by means of “The Communication Skills Scale” which was developed by Korkut (1996) and then analysed through “two-way ANCOVA” test techniques. Results clarify that the considerable gap in scores of the students’ pre, & post-tests perception concerning their communication skills are clearly attributed to sport-related games and it was also established that scores of the students in the experimental group were meaningfully higher than ones in the control group. However, perception of communication skills in the both groups was not significantly different by sex of the students. Moreover, the common effect of sex and participation on sport- related games was not found statistically meaningful in terms of communication skills. Consequently, it could be said that sport-related games impact positively communication skills.

4

EXAMINATION OF THE COMMUNICATION SKILLS AND TEAM WORKABILITY OF SPORTS STUDENTS ACCORDING TO A RANGE OF VARIABLES

92%

Mızrak O., Gürbüz A., Belli E., Kurudirek M. A., Bayraktaroğlu Y. S.

Journal of Physical Education & Health - Social Perspective

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2017

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vol. 6

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issue 10

27-34

XX

The aim of this study is to examine the communication skills and team workability of students educated in sports education in universities according to a range of variables. In the study, a personal information form was used to identify the university, department, class and sports branches of participants. The communication skills scale developed by Ersanlı and Balcı in 1998 was used to determine communication skills. For the determination of team workability, the Team Workability Scale developed by Tuncer in 2008 was used. 165 Students from Atatürk and Kafkas University participated in the study. Frequency analysis and parametric statistical analyses were used in the study. As a result of the study, it was determined that the participants had moderate levels (X=3,56±,861) of communication skills and the majority of the participants have responsibility (n=105 %64). According to the variables of the communication skills and team workability of the students who studied sports education in universities, the communication skills levels did not change statistically according to the universities and departments variables of the participants. The highest average of communication skills amongst the participants are mental skills. (X=3,86±,414). The lowest average of the communication skills of the participants are behavioral. (X=2,44±,616). On the other hand, it has been determined that the team sports athletes among the participants have high averages on Collaboration and Teamwork in team workability. (n=98 %59,39).

5

Rola rówieśniczego tutoringu w rozwijaniu umiejętności komunikacyjnych dzieci przedszkolnych z niepełnosprawnościami

92%

Twardowski A.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2016

|

issue 15

43-64

PL

This article provides an overview of two approaches to peer-mediated intervention that have been effective in improving the social and communicative interactions among preschool children with developmental disabilities and their classmates without disabilities. These peer-mediated interventions involve teaching facilitative initiation and responsive interaction strategies to peers and teaching sociodramatic scripts. The studies presented in this paper prove that thanks to relationships with properly trained peers disabled children more often get involved in team games, more often establish interactions with their peers, are more eager to talk to them and less often exhibit socially unacceptable behaviors.

6

Sprawność komunikacyjna autorów prac naukowych. Z notatek redaktora

82%

Sobolewska K.

Poznańskie Spotkania Językoznawcze

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2016

|

issue 32

169-181

EN

The author analyses the arrangement, the style and the language in 16 papers approved for print in a Polish professional museum journal. She views them in the communication context i.e. from the point of view of the needs and goals of scientific information exchange among scholars from various areas of the humanities. The author uses the definition of communication skills coined by Stanisław Grabias. By approaching the texts as intentional expressions of specific individuals reflecting their communication skills, the author examines the writers’ systematic, social, situational and pragmatic linguistic proficiency.

PL

Autorka analizuje kompozycję, język i styl 16 artykułów przyjętych do druku w pewnym czasopiśmie muzealnym. Rozpatruje je w kontekście komunikacyjnym, to jest z punktu widzenia potrzeb i celów wymiany informacji naukowej w środowisku humanistów z różnych dziedzin. Korzysta z definicji kompetencji komunikacyjnej opracowanej przez Stanisława Grabiasa. Traktując teksty jako celowe wypowiedzi konkretnych osób realizowane w stopniu odzwierciedlającym poziom ich sprawności komunikacyjnych, bada kompetencje nadawców w zakresie ich sprawności systemowej, społecznej, sytuacyjnej i pragmatycznej.

7

Umiejętności komunikacyjne dzieci z zespołem Downa

80%

JĘDRZEJOWSKA A.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

|

2018

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issue 22

201-218

EN

Agnieszka Jędrzejowska, Umiejętności komunikacyjne dzieci z zespołem Downa [Communication skills of children with Down Syndrome]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 201-218. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.12 The purpose of this article is to present the results of research concern setting of functional cooperation with the interlocutor in children with Down syndrome in a peer group. Analysis of the results indicates the relationship between methods of therapy and development of children with Down syndrome. The methods of Alterantive and Augmentative Communication (AAC) are important in achieving success in building relationships for children with problems with verbal communication. Secondly, peer group is important to increase social skills. This research show that children with Downe syndrome need similar friends. This leads to the coclussion that group with homogeneous disability is area of development.

8

Communication and functioning of pupils with autism in public school three case studies

80%

ZAJĄC E.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2019

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issue 24

139-153

EN

Ewelina Zając, Communication and functioning of pupils with autism in public school – three case studies. Interdisciplinary Contexts of Special Pedagogy,no. 24, Poznań 2019. Pp. 139-153. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.24.08 The purpose of this article is to characterize the means of communication of three autistic pupils with their teachers and peers as well as their daily functioning in the community of one of the public schools located in the Wielkopolska region of Poland.

9

Komunikácia s depresívnym pacientom

70%

Gulášová I.

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

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2016

|

issue 4(23)

67-72

EN

In the atribution author give attention to communication with depressed patients. A very important moment in communications nurse patient occurs already at the first contact. First impressions can influence the attitude and course of treatment as in positive as well as negative sense. Therefore, it is important that nurse to know correct communicate with the depressed patients. During duty nurse frequent patient contact and follow-up interview him. Depression deprives a person of joy from anything, especially from life. The causes of depression are not known to this day we know only the biological processes in the brain and the factors that may contribute to developing depression. Sadness, lack of interest, indecisiveness, hopelessness, slowed speech and voice in which feel permanent affliction, talking about leaving the life and sometimes even suicide attempts these are the most common symptoms of depressive people. Able to communicate properly with depressed patients is very difficult for nurses. During communication with depressed patients it should speak in a calm and persuasive voice, slowly and clearly. Depressed patients are extremely sensitive to their health and any comment on his health condition. It is necessary to consider every word.

10

Komunikácia s detským pacientom.

70%

Gulášová I., Breza J.

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

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2016

|

issue 3(22)

83-88

EN

In the contribution authors present the principles of communication with pediatric patients and they deals with specifics of communication in the assessment of pain in children. Communication with child is always very specific. The first requirement for successful communication nurse with the child is aware of the developmental characteristics and specificities of each developmental period from birth child onwards up to the period of adolescence. Communication is directly contingent on health status, the nature and type of the disease and the intensity of clinical manifestations. For example, pain is a burden, signal disturbances, impaired function or structure. From a nursing perspective, this problem may combine a number of other difficulties. It is an unpleasant, negative and subjective feeling that is impuls and resource change or inception of deficient needs in any area. It also affects the currently experiencing and mental state of the child. It is necessary nurse that acquire and constantly innovated their communication skills in the care of pediatric patients. Communication with the child and his parents requires great patience, consistency, sincerity, humanity, listening skills, but also professional appearance. Communication with ill children and family dependants is very demanding and requires nurses willingness and knowledge of proper communication, but also quota communication skills to ensure that communication with them will be patient, ethical, empathetic, open, receptive, individual and respecting the holistic view of people in a professional relationship nurse ill child parent.

11

Postawy studentów względem pracy zespołowej i ich zespołowa efektywność

70%

Rudawska A., Szarek M.

e-mentor

|

2014

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issue 3 (55)

12-21

EN

An analysis of contemporary labour market indicates that teamwork skills are among the competences most desired by employers. Therefore, students, future employees, should develop and improve their teamwork skills. The authors argue that team member effectiveness depends, among other things, on the teamwork attitudes. The paper's aim is to identify students' attitude towards teamwork as well as to characterize the needs for the improvement of students' teamwork skills. The results of a survey among 108 students of master degree are presented. The survey inquired several teamwork issues among students in three areas: students' understanding of a teamwork concept, their attitudes towards teamwork and assessment of team member effectiveness with the usage of CATME instrument. The results show that students are not convinced of positive teamwork effects and they rather prefer to work individually. The analysis of their effectiveness as team members indicates that their communication skills, specialized knowledge and competences needed for project tasks are on a quite satisfactory level. However, three other dimensions of effective teamwork behaviour require improvement, i.e. task controlling and keeping team on track, expecting quality of teamwork and contributing to the team's work. Finally, basing on the literature review, the authors propose several hints on how the students' team projects should be pursued by academic teachers.

12

Ocena sprawności komunikacyjnej chłopca z zespołem MELAS

70%

Zając E.

Logopedia

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2020

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vol. 49

|

issue 1

185-195

PL

Zespół MELAS to wieloukładowe schorzenie mitochondrialne, które swoją nazwę wzięło od określeń najczęstszych objawów: myopathy (miopatia), encephalopathy (encefalopatia), lactic acidosis (kwasica mleczanowa), stroke-like episodes (epizody udaropodobne). Podłożem zespołu jest genetycznie uwarunkowany defekt w obrębie mitochondrialnego DNA. Do niespecyficznych objawów, które występują u opisywanego pacjenta, należą: niski wzrost, niedowłady, niedosłuch, zaburzenia rytmu serca, brak tolerancji wysiłku, zaburzenia funkcji poznawczych, agrafia, apraksja, zaburzenia artykulacji. Celem artykułu jest diagnoza i analiza sprawności komunikacyjnej siedmioletniego chłopca z zespołem MELAS, ucznia klasy I. Podczas badania sprawności komunikacyjnej zbadano rozumienie i nadawanie mowy, reakcje słuchowe, sprawność narządów mowy, artykulację, uwagę, umiejętności pragmatyczno-społeczne oraz fluencję słowną.

EN

MELAS syndrome is a multi-system mitochondrial disorder, which got its name from the terms of the most common symptoms: myopathy (myopathy), encephalopathy (encephalopathy), lactic acidosis (lactic acidosis), stroke-like episodes (stroke-like episodes). The basis of the syndrome is a genetically conditioned defect within mitochondrial DNA. Non-specific symptoms that occur in this patient include: short stature, paresis, hearing loss, arrhythmia, intolerance to exercise, cognitive impairment, agraphia, apraxia, and articulation disorders. The purpose of the article is to diagnose and analyze the communication skills of a seven-year-old boy, class I student. During the examination of communication skills, understanding and speech delivery, auditory reactions, efficiency of speech organs, articulation, attention, pragmatic and social skills, and verbal fluency were examined.

13

Skills and Knowledge about Language in the Czech Context

70%

Štěpáník S.

Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia

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2017

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vol. 8

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issue 227

26-34

PL

Knowledge about language and its relation to communication skills (or competency) development has been a current topic of L1 didactics not only in the Czech Republic for decades. How much and what kind of knowledge about language do our pupils need? And how does this knowledge align with the development of communication skills? The paper analyses the phenomenon described above in both the historical and contemporary perspective focusing specifically on the situation in the Czech Republic, but also putting the issue in a broader international context.

14

TRENING AKULTURACYJNY A ROZWIJANIE INTERKULTUROWEJ KOMPETENCJI KOMUNIKACYJNEJ

66%

Janowska I., Bodzioch M.

Neofilolog

|

2016

|

issue 46/2

221-233

EN

The article introduces the concept of language lessons based on an accul-tural training model in a type of a simulation that was presented in a re-action to the current inquires on the role of culture in glottodydactics. The goal of such lessons is to develop students’ intercultural communica-tion skills through the task-solving method. The central point of the arti-cle is the author’s personal lessons conducted via a training script.

15

Językowe i komunikacyjne możliwości dziecka z zespołem Cri du Chat. Studium przypadku

58%

Jęczeń U., Kalinowska A.

Logopedia

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2020

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vol. 49

|

issue 1

219-237

PL

Niniejszy artykuł stanowi opis przypadku 5,5-letniego chłopca z zespołem Cri du Chat. W artykule podjęto próbę oceny poziomu rozwoju mowy oraz wskazano zachowania językowe i komunikacyjne, które są udziałem badanego dziecka. Pomimo znacznych opóźnień w rozwoju chłopiec jest w stanie komunikować się z otoczeniem za pomocą komunikacji niewerbalnej oraz komunikacji alternatywnej i wspomagającej (obrazki PCS), a wybrane sposoby porozumiewania się są efektywne.

EN

The present article is a description of the case of a 5.5-year-old boy with Cri du Chat syndrome. The paper seeks to assess the level of speech development and shows linguistic and communicative behaviors exhibited by the child. Despite significant delays in development, the boy is able to communicate with the people around him by means of non-verbal communication as well as alternative and adjunctive (PCS pictures) communication, the chosen ways of communication being effective.

16

UCZNIÓW CUDZOZIEMCÓW METODĄ SŁUCHANIA (POZIOM ŚREDNIOZAAWANSOWANY)

58%

Derba S.

Studia Ukrainica Posnaniensia

|

2021

|

vol. 9

|

issue 1

113-120

EN

The article considers the basic principles of developing the communication skills of foreign students on the basis of listening. This type of work is extremely relevant today, as modern students often use a variety of technical means for learning. These can be elements of both monologue and dialogic speech. The objectives of the study are to determine the conditions for the developing communication skills using the method of listening, and to determine the basic principles of working with foreign students while listening to different texts. The ultimate goal of foreign students in mastering the Ukrainian language is to develop basic communication skills. It is speech skills that are the automated component of conscious human activity. Such skills are formed as a result of performing exercises before and after listening to audio material. After listening, we invite international students to perform certain tasks to check the completeness, accuracy and depth of understanding of the material. But it is necessary to understand that all this work has one purpose - communication. The main task of a teacher of Ukrainian as a foreign language is to teach students to express their thoughts freely and clearly.

PL

W artykule omówiono podstawowe zasady rozwoju umiejętności komunikacyjnych studentów zagranicznych z wykorzystaniem słuchu. Ten rodzaj pracy jest dziś niezwykle istotny, ponieważ współcześni studenci często używają różnych środków technicznych do nauki. Mogą to być elementy zarówno monologu, jak i mowy dialogicznej. Celem pracy jest określenie warunków kształtowania się umiejętności komunikacyjnych metodą słuchania oraz określenie podstawowych zasad pracy z obcokrajowcami podczas słuchania różnych tekstów. Ostatecznym celem opanowania języka ukraińskiego przez zagranicznych studentów jest wykształcenie podstawowych umiejętności komunikacyjnych. To umiejętność mówienia jest zautomatyzowanym składnikiem świadomej działalności człowieka. Takie zdolności kształtują się w wyniku wykonywania ćwiczeń przed odsłuchaniem materiału audio i po tej czynności. Po wysłuchaniu zapraszamy studentów zagranicznych do wykonania określonych zadań w celu sprawdzenia kompletności, dokładności i dogłębności zrozumienia materiału. Cała ta praca ma jeden cel – komunikację. Głównym zadaniem nauczyciela językaukraińskiego jako obcego jest nauczenie uczniów swobodnego, jasnego wyrażania swoich myśli.

17

Pozyskiwanie, style kierowania, umiejętność komunikowania się, relacje z pracownikami kadry kierowniczej w przedsiębiorstwie międzynarodowym

58%

Żuchowski I., Kacprzycki P.

Zeszyty Naukowe ZPSB Firma i Rynek

|

2017

|

issue 2(52)

37-47

PL

W artykule omówiono specyfikę i znaczenie kadry kierowniczej w przedsiębiorstwach międzynarodowych. Scharakteryzowano również style kierowania oraz znaczenie relacji przełożony-podwładny w tym również typy komunikacji w kontekście tych relacji. Przeprowadzono badania dotyczące pozyskiwania kadry kierowniczej, identyfikacji stylu kierowania, oceny umiejętności komunikacyjnych kierowników i oceny ich relacji z podwładnymi. Badani kierownicy charakteryzują się klubowym stylem kierowania i średnimi umiejętnościami komunikacyjnymi. Relacje kierowników z podwładnymi są średnie.

EN

The article discusses the specificity and importance of executives in international companies. There have also been characterized the styles of leadership and the importance of superior-subordinate relationships, including types of communication in the context of these relationships. There were research on leadership acquisition, the identification of leadership style, assessment of managers communication skills and of their relationship with subordinates. Researched managers are characterized by club style of management and medium communication skills. The relationships of managers with subordinates are average.

18

Logopedyczna ocena sześciomiesięcznego niemowlęcia z zespołem DiGeorge’a

58%

Gacka E.

Logopaedica Lodziensia

|

2021

|

issue 5

25-34

EN

DiGeorge’s syndrome is a set of congenital defects and abnormalities caused by a deletion of chromosome 22 (loss of a fragment of the long arm of this chromosome). The symptoms of the disease include, but are not limited to: heart defects, hypocalcaemia, decreased level of calcium in the body), immune disorders, as well as facial dysmorphism, irregularities in the structure of the palate, decreased muscle tone, abnormalities in cognitive development, hearing loss, speech disorders. Patients with this diagnosis require multi-specialist care, including speech therapy. The article presents the results of the diagnosis of primary speech activities, the auditory responses and also communication and social skills of a 6-month-old child with DiGeorge syndrome, as well as the therapeutic recommendations formulated on its basis.

PL

Zespół DiGeorge’a to zestaw wad wrodzonych oraz nieprawidłowości spowodowanych delecją chromosomu 22 (utratą fragmentu długiego ramienia tego chromosomu). Do objawów schorzenia zalicza się między innymi: wady serca, hipokalcemię (obniżony poziom wapnia w organizmie), zaburzenia odporności, a także dysmorfizm twarzy, nieprawidłowości w budowie podniebienia, obniżone napięcie mięśniowe, nieprawidłowości w rozwoju poznawczym, niedosłuch, zaburzenia mowy. Pacjenci z tym rozpoznaniem wymagają wielospecjalistycznej opieki, w tym pomocy logopedycznej. W artykule przedstawiono wyniki diagnozy czynności prymarnych mowy, reakcji słuchowych oraz umiejętności komunikacyjnych i społecznych sześciomiesięcznego dziecka z zespołem DiGeorge’a, jak również sformułowane na jej podstawie zalecenia terapeutyczne.

19

Підготовка майбутніх учителів англійської мови початкової школи: традиції, досвід, перспективи

58%

Gusak L.

Zamojskie Studia i Materiały – Seria Pedagogika

|

2013

|

vol. 15

145-155

UK

В статті дається аналіз підходів до підготовки учителів іноземних мов початкової школи в світлі зарубіжного досвіду. Розкривається суть концепції «загальнопедагогічної підготовки» чи «спеціальної педагогічної підготовки», представляється їх зв’язок, способи інтеграції, акцентується увага на зміщенні акцентів у підготовці учителів іноземних мов початкової школи з традиційного навчання до комунікативно-компетентнісного.

EN

This article analyses the contemporary approach to the training of foreign language primary school teachers in view of international experience. Special attention is paid to the notions of ‚general pedagogical’ and ‚special’ training and the relations between them. The author stresses the necessity of changing the training approaches from the traditional to communicative approach.

PL

W artykule analizuje się współczesne podejścia do kształcenia nauczycieli języków obcych szkoły podstawowej w świetle doświadczeń międzynarodowych. Istotą koncepcji powszechnego, jak również specjalnego systemu kształcenia jest konieczność zmiany podejścia do szkolenia nauczycieli języków obcych w szkole podstawowej — od metod tradycyjnych do metod kształtujących kompetencje komunikacyjne.

20

ІНДИВІДУАЛЬНІСТЬ ЯК УНІКАЛЬНА САМОБУТНІСТЬ УЧИТЕЛЯ

47%

Пшенична Л.

Педагогічні науки: теорія, історія, інноваційні технології

|

2014

|

issue 8(42)

151-162

EN

The present poses unique challenges in education, but most importantly to form a new man, educated, competent, a patriot, a specialist in the chosen sphere. We completely agree with thee scientist V. Hnatyuk who claims that «to educate a citizen, a patriot, a humanist means to prepare the younger person to participate in solving urgent problems and future state». Modern school should complete this mission, because in spite of age, social and political changes the teacher’s role in forming the personality remains unchangeable. The paper reveals the essence of the most important and interrelated components that define the individuality of a teacher. The individuality component as a system of personally and professionally meaningful relationships and properties of a teacher’s individuality are generic features of an individual, revealing his attitude to the world and world’s treatment of him. These characteristics are being constantly improved by him. The scientists argue that individuality of a teacher is determined by social significance, obtained by him due to his work, professional skills, individual qualities, performance results, he is focused on spirituality – goodness, justice, freedom, love, faith, hope, dignity that constitute the principles of his professional activity and his whole life. The subjective component defines the level of self-determination and the method of self-realization of a teacher in the professionally meaningful environment. The teacher’s subjectivity is a social reality, a way of existence, life creativity that carries responsibility for the students’, the colleagues’ and country's destinies, for its own destiny and is based on the real basis of its internal forces. Individuality is an inimitable identity of a teacher, a set of inherent only to him special qualities, it manifests itself in his temperament features, character, interests specificity, in the peculiarities of activity and creativity. The teacher’s formation is a complex and long process of his self-determination, separation from the general to the universal, conversion into uniqueness and originality. For the teacher it means that only individuality can become a master of his craft. The specifics of the individuality of a teacher lies in the fact that this process is the development of a human person. The most significant characteristics of individuality is the creation of a new teacher based on the desire to feel and express their creative nature, the unique features of his personality, originality of pedagogical style, professionalism and desire to become a modern and well-known teacher.

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Impact of Sport-related Games on High School Students’ Communication Skills

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Sprawność komunikacyjna autorów prac naukowych. Z notatek redaktora

Umiejętności komunikacyjne dzieci z zespołem Downa

Communication and functioning of pupils with autism in public school three case studies

Komunikácia s depresívnym pacientom

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Postawy studentów względem pracy zespołowej i ich zespołowa efektywność

Ocena sprawności komunikacyjnej chłopca z zespołem MELAS

Skills and Knowledge about Language in the Czech Context

TRENING AKULTURACYJNY A ROZWIJANIE INTERKULTUROWEJ KOMPETENCJI KOMUNIKACYJNEJ

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Pozyskiwanie, style kierowania, umiejętność komunikowania się, relacje z pracownikami kadry kierowniczej w przedsiębiorstwie międzynarodowym

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Підготовка майбутніх учителів англійської мови початкової школи: традиції, досвід, перспективи

ІНДИВІДУАЛЬНІСТЬ ЯК УНІКАЛЬНА САМОБУТНІСТЬ УЧИТЕЛЯ