DEVELOPMENT OF SPEECH CULTURE IN THE CONTEXT OF PROFESSIONAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS

Abstract

The article is dedicated to the problem of speech culture formation of future primary school teachers as a component of the professional characterization of pedagogical skills. It substantiates the theoretical and methodological foundations of the speech culture formation of pedagogical institutions students. The main approaches to the formation of the speech culture of future teachers are defined, such as competence, subjective-activity, integrative, and cultural. It is proved that professional training of students is a holistic, systematical, and interactive process, which determines the personal growth of the future teacher, provides professional adaptation and contributes to the successful implementation of sociopedagogical activities. To determine the content of the teacher's speech culture, the educational standard was analyzed. It is the process in which the requirements for the results of studying the basic educational programs of the bachelor's degree were revealed, including general cultural and professional competencies that the graduate must obtain. It is known that students come to the university with a certain culture of speech. It can be satisfactory or lacking, rich or poor, deformed or low, and so on. The task of the teacher is to bring the student's speech to the level required by the teacher, because the teacher's speech is a means of teaching and education, it differs in its purpose, place, and role in solving pedagogical problems. It is concluded that the bachelor's speech culture is rooted in future professional activities. The analysis allowed us to conclude that the graduates' speech culture of pedagogical specialties has higher requirements. These requirements are reflected in the formation of such competencies as the ability to logically and correctly build oral and written speech, the ability to use public speaking skills, discussion and controversy, knowledge of the basics of the professional language culture. The result of training primary school teachers implies their readiness to obtain the art of speech, namely: its richness, vocal characteristics, the external manifestation of the essence of speech (facial expressions, pantomime, position, distance). The implementation of the mastery of the speech culture requires special preparation on the part of primary school teachers, the formation of their language competence, the foundations that are laid in the process of their professional training.