ROLE FACTORS AS A PEDAGOGICAL INNOVATION OF
INTERPERSONAL INTERACTION OF CADETS
S. B. Perevozkin, Yu. M. Perevozkina
Novosibirsk State Pedagogical University, Novosibirsk, Russian Federation
Keywords: roles, interpersonal interaction, cadets, higher military education, pedagogical innovations, new method for diagnosing role models
Abstract
The article analyzes the problem of the role
structure of cadets, the relevance of which is due to the reforms in the system
of higher military education, the complexity of training programs and the
increasing requirements for the training of unit commanders. It is noted that
in the process of interpersonal interaction in the military team, it is assumed
that certain roles will be performed. A new method for diagnosing cadets' role
models as participants in the pedagogical process is proposed, using the
innovative Kaleidoscope technique, which includes 10 main roles related to the
meso-level. The differentiation of roles according to three criteria is
considered: activity-passivity, individualism-sociality and
spontaneity-traditionalism. The purpose of the article is the disclosure of the
features of the role structure of cadets as subjects of the pedagogical process
in the context of interpersonal interaction. A three-factor structure was
obtained, explaining more than 67.36% of the total variability, consisting of
the moral and emotional aspect of the role-playing behavior of a serviceman in
professional activities, role-playing professionally significant qualities of
the defender of the fatherland and the expressive-creative potential in implementing
role-playing behavior in the pedagogical process. It is determined that the
selected role factors reflect a contradictory unity and include, on the one
hand, the role of subordination to the standards and regulations of the
military community, and on the other hand, the roles that fulfill the
expectations of the homeland defender, the winner, the hero, and the role of
leader. It is concluded that the consideration of role factors acting at the
personality level as content-informational education introduces new changes in
the interaction of participants in the pedagogical process at a military
university. In addition, it is noted that the role-based interactions implement
the conditions for reprogramming the role profile of the participants in the
pedagogical interaction, which contributes to the exit from the individual
space into the meta-space.
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