Training technologies in the professional training of future masters in pedagogical education - specialists in management of education

The article deals with the problem of the using of training technologies in the professional training of future masters of pedagogical education – specialists in management education. The purpose of the article is to disseminate the effectiveness of the training program on the formation of psychological characteristics of communicative competence and readiness to manage their dynamic relationships with future educators in the context of their professional activities in the field of education management. The importance of forming communicative competencies is emphasized and methods of studying the level of communicative competences of masters in pedagogical education are offered. The methods of research of social intelligence J. Gilford and M. Sullivan for diagnostics of the level of development of communicative abilities, test of communicative skills of L. Michelson were used. The research used methods of psychodiagnosis for assess the degree of formation of components of the communicative competence of students, future professionals in management education. A training program is prepared taking into account the features of the group of subjects. The study has the following perspectives: expansion of the program of psychodiagnosis through the use of additional methods, in particular, to study the behavior in the conflict; improvement of the training program, for example, the form of theoretical material in order to increase the attractiveness of the subjects in the process; development of additional programs for the formation of communicative competence in student-managers focusing on problems that arise in the process of business communication; the search for ways of introducing similar trainings aimed at forming communicative competence among students-managers, in the system of studying in the institutions of higher education on a permanent basis. It is concluded that depending on the alleged specialization of teachers it is possible designing different scenarios of social and psychological training, in which the emphasis will be on each psychological characteristic of communicative competence. Such variability of scenarios can serve as the basis for the formation of students' readiness to manage the dynamic relationship of communicative knowledge, skills and abilities in future professional activities.