PSYCHOLOGICAL ASPECTS OF THE PROCESS OF TEACHING THE SUBJECT «TEACHER`S SPEECH CULTURE» IN THE HIGHER EDUCATION SYSTEM

Abstract

In the modern education system, comprehensive teacher training is a key objective of higher education institutions. In this context, the course “Teacher’s Speech Culture” occupies a special place. This discipline aims not only to develop students’ mastery of linguistic norms but also to foster understanding and application of the psychological aspects of pedagogical communication.

The purpose of the research is to analyze the psychological features of teaching the course “Teacher’s Speech Culture,” one of the essential components influencing the professional and personal development of future educators, and to propose an effective methodological model for its implementation.

The main directions and ideas of the study are focused on identifying the psychological and communicative aspects of speech culture as an integral part of a teacher’s professional competence. The article examines how a teacher’s speech style, tone, manner of speaking, and intonation influence students’ perception, motivation, and emotional state. In addition, the study addresses the importance of considering the listener’s age and individual psychological characteristics, as well as the development of emotional stability and self-regulation skills in pedagogical interaction.

The scientific and practical significance of the research lies in its findings, which contribute to improving the teaching process of the “Teacher’s Speech Culture” course in pedagogical universities, enhancing future teachers’ communicative competence, and providing methodological recommendations for building psychologically effective communication in the educational process.

The study's methodology is based on descriptive and analytical approaches, as well as on the principles of psycholinguistics and educational psychology. Methods such as observation, questionnaires, interviews, and analysis of practical sessions were employed. Special attention was paid to examining the effectiveness of psychological training sessions and role-playing activities in developing students’ speech and communicative behavior.

In conclusion, organizing the course from a psychological perspective not only helps form the teacher’s professional speech culture but also contributes to their personal development and the overall improvement of the quality of the educational process.