The research is devoted to theoretical and methodological basics of the concept, technology and pedagogical conditions for the formation of future navigators’ readiness for professional communicative interaction in higher marine educational establishments as well as the results of an experimental verification of their effectiveness in the conditions of higher marine educational institutions.
As a result of scientific research, the basic concepts of the research were analyzed: «interaction», «professional communicative interaction of future navigators», «preparation of future navigators for professional communicative interaction», «readiness of future navigators for professional communicative interaction».
It was formulated the author’s definition of the concepts «professional communicative interaction of future navigators» as organized process of information exchange of navigation and ship management specialists, which is aimed at solving various tasks and practical situations in navigation on the basis of professionally important communicative properties, knowledge, skills and abilities in the field of communication, navigation, management and operation of vessels; «readiness of future navigators for professional communicative interaction» is a dynamic and stable characteristic of a specialist in navigation and ship management, which reflects his condition and ability to apply professional communication knowledge, skills, experience and personal qualities necessary for effective solution of various tasks and practical situations in standard and non-standard conditions.
Based on various classifications of communication barriers, in the context of the study, the following types of communication barriers have been classified in the practice of navigators’ professional communication: semantic (terminological), phonetic, informational, technical, intercultural, psychological. It was differentiated the peculiarities of the professional communicative interaction of navigators.
The structure of future navigators’ training for professional communicative interaction in higher marine educational establishments was characterized. The following structural components of future navigators’ training for professional communicative interaction was defined: motivational, cognitive, activity.
It was characterized the criteria, descriptors and levels of readiness of future navigators for professional communicative interaction. Taking into account the peculiarities of professional communication of future navigators, the specifics of their professional training, the criteria and descriptors of professional communicative interaction were defined: motivational-and-valuable, cognitive, communicative-activity. According to the defined criteria and descriptors it was differentiated high, medium and low levels of future navigators’ readiness for professional communicative interaction.
On the basis of the analysis of pedagogical theory and educational practice, the concept for the formation of future navigators’ readiness for professional communicative interaction was offered, which consists of three concepts – methodological, theoretical and practical.
In the study the pedagogical conditions of future navigators’ training to professional communicative interaction were identified: the development of motivation of future navigators to learn the professional communicative interaction by activating cognitive activity and developing critical thinking skills; optimization of the content of academic disciplines, during which the readiness for professional communicative interaction is formed, on the basis of an interdisciplinary approach; improvement of the process of teaching professional communicative interaction based on the introduction of elements of blended learning; organization of extracurricular activities in the preparation of future navigators for professional communicative interaction.
It was developed and theoretically grounded the pedagogical system of future navigators’ training to professional communicative interaction. The model is consistent with the logics of the educational process and consists of five blocks – purpose, conceptual-strategic, content, organizational-methodical, diagnostic-resultative. On the basis of the conducted research, practical recommendations on the formation of readiness for the scientific and pedagogical staff of the higher marine educational institutions regarding the preparing future navigators for professional communicative interaction were worked out.
