Improving the Scientific Speech Culture of Future Doctors of Philosophy in Professional Education as a Basis for Their Pedagogical Excellence

Abstract

Modern requirements for the professional training of Doctors of Philosophy in the field of professional education include not only deep scientific knowledge, but also a high level of scientific speech culture. This is due to the need for effective scientific communication, writing and presenting research results, as well as teaching subjects at a high academic level.

The scientific speech culture is an important component of pedagogical mastery, as it ensures the ability to clearly and argumentatively formulate thoughts, adhere to the norms of academic integrity, and adapt the content of scientific discourse to the needs of the student audience.

Researching the ways to improve the scientific speech culture of future Doctors of Philosophy in professional education is important both for their personal scientific realization and for improving the level of teaching activity in higher education institutions.

The purpose of this article is to substantiate the significance of the scientific speech culture as a key factor in the pedagogical mastery of future Doctors of Philosophy in professional education and to identify effective ways to improve it.

The tasks of this research are as follows: to define the essence and significance of the scientific speech culture in the professional training of future Doctors of Philosophy, to analyse the main components of the scientific speech culture, to determine the relationship between the level of scientific speech and the pedagogical mastery of a teacher in higher education institutions, and to identify effective methods and technologies for improving the level of scientific speech culture of future Doctors of Philosophy.

To solve the research tasks, a complex of methods has been employed: theoretical analysis and synthesis of ideas, results, theoretical statements revealed in psychological and pedagogical literature; generalization and systematization of the results of existing research on the indicated issue.

Research results. The article considers the problem of improving the scientific speech culture of future Doctors of Philosophy in professional education as an important factor in their pedagogical mastery. The role of scientific speech in the formation of professional competence of students of higher education institutions, particularly in the context of teaching activity, is determined. A definitive analysis of the main constructs of scientific research is carried out: culture of scientific language and speech.

The effectiveness of teaching methods that contribute to improving the scientific speech culture of future Doctors of Philosophy in professional education is substantiated (problem-based, research, search, heuristic, project-based, informational, self-developing, collective, integrative, contextual, dialogical-discussion, facilitative, situational, coaching methods, etc.).

Conclusions. It is determined that improving the scientific speech culture of future Doctors of Philosophy in professional education is a necessary condition for the formation of their pedagogical mastery. Mastering scientific speech promotes effective communication, clear formulation of ideas, argumentative presentation of scientific positions, and expansion of professional outlook.