PEDAGOGICAL ETHICS AND COMMUNICATION

DOI: 10.24412/2470-1262-2024-3-78-86

 

Abstract: Aims and Objectives: The study aims to analyze pedagogical ethics and communication in schools across Dilijan, Ijevan, and Noyemberyan. The primary focus is on understanding the principles of pedagogical ethics and the specifics of teacher-student communication, as well as identifying factors that influence the effectiveness of this interaction.

Methodology and Research Methods: The study involved 50 respondents from three cities. The research method included a questionnaire comprising 21 questions addressing key aspects of pedagogical ethics and communication. A comparative analysis was conducted to identify differences between the locations.

Results: The results revealed that students generally provided positive evaluations of the level of pedagogical ethics and the quality of feedback from their teachers. However, variations were observed in areas such as teachers’ accessibility for communication outside of class hours and their patience in interactions with students, highlighting the need for improvements in these domains.

Theoretical Contribution: The study enhances the understanding of pedagogical ethics and its application in educational settings. It also highlights key aspects of pedagogical communication, including empathy, active listening, and emotional support.

Practical Relevance: Based on the findings, recommendations were developed to improve the level of pedagogical communication and strengthen teacher-student interactions. These recommendations can be utilized in the creation of methodological guidelines and the organization of training programs aimed at enhancing the educational environment and improving the professionalism of teachers.

Keywords: pedagogy, ethics, communication, teacher, student, family, interaction, school

 

References:

 

  1. Austin, D. “Psychology of Pedagogical Communication.” Moscow, 2013, p. 320.
  2. Bim-Bad, B. M. “Pedagogical Encyclopedic Dictionary.” Moscow: Great Russian Encyclopedia, 2002, p. 117.
  3. Dmitrieva, E. V. “Communication in Pedagogy: Theory and Practice.” Moscow, 2014, p. 143.
  4. Gudo, D. “Pedagogy: Fundamentals of Pedagogical Ethics.” St. Petersburg, 2012, p. 117.
  5. Mudrik, A. V. “Social Pedagogy.” Moscow, 2015, p. 302.
  6. Petrova, L. A. “Psychological and Pedagogical Diagnostics of Communication and Interpersonal Relations.” Moscow, 2011, p. 111.
  7. Slastenin, V. A. “Pedagogy: A Textbook for University Students.” Moscow, 2007, p. 89.
  8. Voskoboinikov, G. S., “Psychology of Communication and Interpersonal Relations.” Moscow, 2010, Москва, p. 267.

 

Information about the Authors:

Svetlana M. Minasyan — Ph.D., Candidate of Pedagogical Sciences, Associate Professor, Professor of the Department of Russian Language and Literature, Yerevan State University, Ijevan Branch. Email: s.minasyanpmesi@gmail.com ORCID: http://orcid.org/0000-0001-9301-4 927    ID Scopus – 56-57-6171-400

Nazeli G. Yesayan — Bachelor of the Department of Russian Language and Literature, Yerevan State University, Ijevan Branch. Email: nazeliyesayan923@gmail.com ORCID: 0000-0002-2853-5715927

 

For citation: Minasyan, Svetlana M., Yesayan, Nazeli G. (2024). Pedagogical ethics and communication.

Cross-Cultural Studies: Education and Science, Vol. 9, Issue 3 (2024), pp. 78-86 (in USA)

 

Manuscript received 21/10/2024 

Accepted for publication: 24/11/2024