Теоретико-методичні засади ораторської діяльності викладача вищого військового навчального закладу

Дисертаційне дослідження присвячено проблемі професійної підготовки викладачів ВВНЗ до ораторської діяльності. Обґрунтовано теоретико-методичні засади ораторської діяльності викладача ВВНЗ, визначено закономірності ораторської діяльності. Розроблено структуру й архітектоніку ораторської діяльності викладача закладу вищої освіти. Виявлено особливості ораторської діяльності викладача ВВНЗ, сформовано портрет викладача ВВНЗ як професійного спікера, розкрито зміст етапів його розвитку. Здійснено аналіз стану проблеми формування готовності викладачів ВВНЗ до ораторської діяльності. Обґрунтовано структурні компоненти, критерії, показники та визначено рівні готовності викладачів ВВНЗ до ораторської діяльності. Запропоновано концепцію формування готовності викладачів ВВНЗ до ораторської діяльності.
Доведено ефективність експериментальної роботи з упровадження системи професійної підготовки викладачів ВВНЗ до ораторської діяльності, технологічного забезпечення та організаційно-педагогічних умов формування їх готовності до ораторської діяльності.

The dissertation is devoted to the problem of professional training of lecturers of higher military educational institutions (HMEIs) for oratorical activity. The theoretical and methodological foundations of the oratorical activity of an HMEI lecturer are grounded, and the regularities of oratorical activity are determined. The structure (goal, motives, public speech, rhetorical knowledge, oratorical skills, orator’s actions, communication strategy) and the architectonics of the oratorical activity (stages of its implementation: preparation for a public speech, public speech, feedback, orator’s reflection) of a higher education institution lecturer have been developed. The concepts of «oratorical field», «communication strategy of oratorical activity», and «an HMEI educational environment conducive to oratorical activity» have been introduced. The essence of the concepts «readiness of HMEI lecturers for oratorical activity», «level of readiness of HMEI lecturers for oratorical activity», «formation of readiness of HMEI lecturers for oratorical activity», «professional training of HMEI lecturers for oratorical activity», «system of professional training of HMEI lecturers for oratorical activity», «organizational and pedagogical conditions for forming readiness of HMEI lecturers for oratorical activity», and «technological support for forming readiness of HMEI lecturers for oratorical activity» has been clarified. The essence of the concepts «oratorical activity», «rhetoric», «oratory», «eloquence», «rhetorization of educational activity», «public speech», and «oratorical style» has been elaborated.
The specific features of the oratorical activity of an HMEI lecturer have been identified, a portrait of the HMEI lecturer as a professional speaker has been formed, and the content of the stages of his/her development (apprenticeship, creative activity, oratorical mastery) has been revealed. Requirements for the HMEI lecturer in the context of professional oratorical activity, the orator’s soft skills and hard skills, and factors affecting the perception of the lecturer and the public speech have been identified. Approaches to the classification of public speeches of an HMEI lecturer, rhetorical genres, and stages of preparation for a public speech have been expanded.
The structure of HMEI lecturers’ readiness for oratorical activity has been developed (motivational, worldview, authentic, communicative, and activity-based components), along with criteria (motivational-goal, worldview-cognitive, authentic-creative, communicative-emotional, and activity-reflective), indicators, and levels (creative, interiorized, constructive, reproductive) of their readiness for oratorical activity. It was found that the constructive (39,98% of respondents) and interiorized (26,57%) levels of readiness of HMEI lecturers for oratorical activity predominate. A concept for forming the readiness of HMEI lecturers for oratorical activity has been proposed, based on activity-rhetorical, competence-based, systemic, technological, personality-oriented, humanistic, synergetic, contextual, praxeological, and individually creative methodological approaches, and on the principles of professional training for oratorical activity (personal orientation of professional training for oratorical activity, integrity and integration, connection of theory with practice, durability, responsibility, rhetorical interaction and cooperation, conscious and active learning, proactive reflection, emotional engagement). The effectiveness of the experimental work on implementing the system of professional training of HMEI lecturers for oratorical activity, which contains interrelated target, conceptual, organizational-methodological, content-technological, and evaluative-result subsystems, has been proven. Organizational and pedagogical conditions for forming readiness of HMEI lecturers for oratorical activity have been introduced: creating an HMEI educational environment conducive to oratorical activity; engaging lecturers in oratorical practice; optimizing the content of professional training for oratorical activity; ensuring professional training for oratorical activity through non-formal and informal education; and ensuring systematicity and continuity of active learning. Technological support for forming readiness of HMEI lecturers for oratorical activity has been developed, comprising organizational forms (the educational course «Modern Pedagogical Rhetoric» (lectures, public speeches, practical classes with training elements, creative tasks, independent work), the YouTube channel «Leader’s Rhetoric», the website «Rhetoric of a True Leader’s Success», academic podcasts on rhetoric, the WhatsApp channel «Leadership, Rhetoric, Success») and methods (verbal (lecture, explanation, discussion), visual (demonstration, illustration, observation), practical (exercises, working with a book, the generation method, improvisation, storytelling), control methods (surveys, express control, self-control, peer control), and interactive methods (feedback method, analysis of rhetorical situations, brainstorming, role-play)) for the professional training of HMEI lecturers for oratorical activity. Positive dynamics were confirmed in the development of readiness indicators of HMEI lecturers for oratorical activity at the creative (14,65%) and interiorized (8,28%) levels.