Regulatory competence as a factor of semantic co-directed interaction of teachers and students of master’s degree

Of the “Penza state University”, Russia.

Abstract

the urgency of consideration of the semantic interaction of teachers and students through the development of their readiness for samoregulyatsiya competent regulatory support individual trajectory of professional and didactic actions on the basis of the integrative personal characteristics; the process of implementation of the program of interactive development of regulatory competence as a factor of semantic co-directed interaction of teachers and students of the master’s degree of the University in the course of teaching the discipline “Acmeological foundations of identity and meaning formation”is considered. Data on the results obtained and criteria for effective evaluation of the results of the process under study are presented. The substantiation of the concept of “educational semantic Elevator” implemented by students as a trajectory of individual and personal self-development in the conditions of psychological and pedagogical support from teachers and psychologists is presented;.semantic conditionality of development of regulatory competence in professionally directed didactic interaction of teachers and students of faculties of pedagogy and psychology in the course of studying of disciplines of a psychological and pedagogical cycle; qualitative characteristics of the co-directed semantic professionally significant didactic interaction. Abstract: the article deals with the process of implementation of the program of interactive development of regulatory competence as a factor of semantic co-directional interaction of teachers and students of the master’s degree in the course of teaching the discipline “acmeological basis of identification and meaning formation”. Provides information about the results obtained and the criteria for an effective evaluation of the results of the process under study. The substantiation of semantic conditionality of development of regulatory competence in professionally directed didactic interaction of teachers and students of faculties of pedagogy and psychology in the process of studying disciplines of psychological and pedagogical cycle is presented.