Evidence-based education studies

Sound engineering as a special type of professional activity includes high requirements to the skills of a specialist: technical, physical, aesthetic, and creative. To solve many professional tasks facing a sound engineer, communicative skills are also necessary. There is a need to expand the programs for the formation of communicative competence, which is not sufficiently developed during training. The developed model for the formation of communicative competence of sound engineers takes into account the communicative situations that a sound engineer encounters in professional activity. To form the communicative competence of sound engineers, the author proposed to use personality-centered teaching methods (lecture-dialogue, discussion, case method, modeling of situations, analytical seminar, training), which make up the author’s program for the formation of communicative competence of sound engineers. The peculiarity of the proposed personality-oriented methods lies in the priority of dialogue over monologue, subject-to-subject interaction of a teacher and a student, the use of personal and professional experience of both to achieve the learning goals. The proposed set of diagnostic techniques allows assessing the formedness of the components of communicative competence of sound engineers. The results obtained demonstrated the effectiveness of the proposed model: an increase in indicators for all five components of communicative competence of future sound engineers was revealed. After completing the program, students developed the skills of goal-setting, empathy, reflexivity, analysis of communication subjects, application of communication techniques, co-creation, forecasting, increased knowledge of professional terminology, etc. Analysis of cases with professional communication situations increased the ability of students to solve typical communicative tasks of a sound engineer. Consequently, the personality-centered approach is effective when forming the communicative competence of sound engineers. The experience of research on the formation of communicative competence of students can be extended to related specialties of creative universities.

The author raises the problem of conscious choice of research topics by the students. Despite the importance of educational research in the educational process, its organization in practice is often formal and superficial; therefore, its influence on the development of personal meanings of students is not great. One of the possible solutions to this problem is using the repertory grid technique when choosing a research topic. The aim of the work is to adapt the repertory grid technique of G. Kelly to help students choose a research topic, as well as develop self-knowledge and self-reflection skills. The methodological basis of the study was the works of the American psychologist G. Kelly on the theory of personal constructs, and the Role Construct Repertory Test, or Test of Personal Constructs developed on their basis. The paper describes an adapted algorithm of the repertory grid technique, including a preparatory stage, a stage of construct generation, a stage of grid construction, analysis and recommendations, and an example of a fragment of a possible grid. The analysis of the obtained data is carried out in three directions: quantitative (assessment of the complexity of the personality semantic organization and the structure of preferences), qualitative (identification of dominant meanings, contradictions and hierarchy of constructs), and thematic analysis (grouping of topics according to similar criteria). The author has analyzed separately strategies for work with difficulties arising during testing, including the polysemy of interpretation of many constructs, resistance to reflection, superficiality of answers and taboo nature of some research topics. The practical significance of the work lies in the fact that the proposed adaptation of the test of personal constructs can be used to organize academic and research activities of schoolchildren when choosing a research topic, as well as a tool for self-reflection of adolescents.