A study on the effectiveness of introducing a model of the system for the development of communicative culture of future preschool education teachers under the conditions of master’s degree programs

Abstract

The article substantiates the stages of the study on the development of communicative culture of future
preschool education teachers under the conditions of master’s degree programs, namely: the first stage
(2017) dealing with the analysis of scientific, pedagogical, methodological and specialized literature sources
to determine the problem as well as the conceptual and terminological apparatus of the study; the second
stage (2017–2018) dedicated to defining criteria, indicators, levels of the development of communicative
culture of future teachers of preschool education under the conditions of master’s degree programs as well as
to conducting the ascertaining stage of the pedagogical experiment and substantiating the structuralfunctional
model of the system for the development of communicative culture of future preschool education
teachers under the conditions of master’s degree programs; the third stage (2018–2020) dealing with the
formative stage of the pedagogical experiment; the fourth stage (2020) dedicated to the control phase of the
pedagogical experiment, clarifying practical findings, implementing the literary design of the thesis. The
author presents the results of a pilot test on the effectiveness of the model of the system for the development
of future preschool education teachers’ communicative culture under the conditions of master’s degree
programs. It is substantiated that the introduction of a model of the system for enhancing communicative
culture provides positive dynamics in the development of all its components such as communicativereflective
orientation, communication literacy, communication ethics, cross-cultural interaction,
communicative and organizational readiness. The methodology for calculating the results of the data is
presented. Based on generalization of the results of the study, it was found that in the experimental group the
percentage of undergraduates with a high level of communicative culture had significantly increased while
the percentage of those with a satisfactory level had significantly decreased. This indicates the effectiveness
of the developed structural-functional model of the system for the development of communicative culture of
preschool education future teachers under the conditions of master’s degree programs. The author comes to
the conclusion that the study does not exhaust the whole variety of issues related to the development of the
communicative culture of future preschool education teachers. Among the promising areas of further
development, the author defines the following: organization of effective management of the development of
future preschool education teachers’ communicative culture, continuing training of educators taking into
account changes in the regulatory framework and the latest information and communication technology.