Paradigm of the student-teacher relationship in the modern educational environment

Abstract

The authors of the article claim that the information age makes it crucial to reconsider the principles of the student-teacher relationship (teacher communication style). Traditionally the interaction of subjects of educational discourse in the pedagogical rhetoric is considered from the standpoint of communicative leadership of the teacher. The information age is changing the meaning of term "communicative leader", which is described in this article with examples of interaction between research education subjects. The new communicative leadership supposes a three-level model of a teacher's communicative competences: conscious rhetoric skills (the ability to manage creative interaction with students) and facilitation skills. Further in the article, the comparison of facilitative and conventional teacher communication styles is carried out. Facilitation is opposed to inefficient communication styles and is seen as different from efficient communication styles in the level of trust and respect for the student, as reflected in the provision of freedom of choice and independence in problem solving processes. The facilitative student-teacher relationship principle in the educational environment is demonstrated based on the example of grammar school No. 118 in Rostov-on-Don. It is stated in the article that case technology can be considered to be one of the efficient student-teacher interaction technologies corresponding to facilitation ideas. The teacher's operating model for building this case is described. New opportunities in the educational process are driving the need for a thorough understanding of such terms as "information-learning space" and "educational milieu". The information environment of society is inextricably connected with the educational space for pupils and higher education students. That is why pedagogical research now often uses the term "information-learning space", defined as an "environment of verbal and documental-type communication, formed for the purposes of cultural and educational development of its subjects". [1] The modern educational space is characterised by a massive amount of information, a complex socialized knowledge system, and a variety of ways of accessing knowledge and cultural values. Today's senior high school students should know how to work under the constantly increasing amount and speed of information flows, modernisation of the social communication infrastructure, and the growth of digital information. Along with educational resources for compulsory education, we are experiencing an emergence of resources that are giving students the opportunity to receive additional education and satisfy self-education needs (e-libraries, virtual museums, exhibitions, audio and video materials, etc.). The accessibility of educational space removes space constraints, thereby enabling a student to access any kind of information, regardless of space and time. Researchers note that increases in information volume and knowledge volume are fully independent processes and are not directly proportional. Information does not become knowledge automatically; one must navigate among various information flows in order to learn how to transform information into knowledge. It is important for students to feel confident in this environment and how to manage it so that they have no difficulties in further learning in order to expand their professional growth opportunities. The information age, being characterised by intensive knowledge augmentation, makes it necessary to reconsider psycho-pedagogical approaches to the processes of receiving information and learning activity management and, consequently, the principles of the student-teacher relationship. Research in effective verbal interaction between educational process subjects has a strong theoretical base in Russian pedagogical science. Research on pedagogical rhetoric shows the main models of "student-teacher" interaction as teacher's verbal behaviour styles-"individual-typological peculiarities of teacher-learner psycho-social interaction" [2].