WAYS TO FORM THE PEDAGOGICAL ABILITIES OF THE TEACHER

Аннотация

this article describes specific systems of pedagogical ability, communicative skills of the teacher and methods of communicative influence, communicative ability, ways of developing thecommunicative abilityoftheteacher. Keywords: educator, teacher, educational and educational process, pedagogical ability, communicative. In pedagogical-psychology, there are nolimited types ofteacher abilities. Types of pedagogical abilities can increase and change depending on the development of Science, Society. In philosophy, ability has long been interpreted as a hereditary process of” Unchanging heredity". As a result of many years of research and observation by scientists, the following main qualities of pedagogical ability are distinguished:1. Love for his profession, the ability to love students. 2. Excellent knowledge of specialist science, interest in it. 3. Having pedagogical tactics (manners and beauty). 4. To be absorbed into the children's community. 5. Creative approach to their own labor. 6. Feeling responsible. 7. Possession of educational knowledge. There are specific systems of pedagogical ability in the activity of the teacher. The system ofabilities is distinguished bythe following features: *keyfeatures; *basefeatures; *leading features; *auxiliary features. The main features of pedagogical abilities are observability – clairvoyance skills. This means that an individualcan see thespecific sideof something, thestarting material for creative activity. It is obvious in itself that the artist's observability is different from the observability of a natural scientist. Since their observances are in different directions, each has its own thinking and worldview. The leading feature of ability is creative imagination. This feature applies not only to the artist, the teacher of mathematics, the literary critic, but also precisely to all teachers of science. You need the ability to master the secrets of any profession perfectly. Pedagogical abilities are formed only in a healthy teacher. However, it can be high, medium and low. Among the senses and characteristics embodied in these different levels of abilities, some play an auxiliary role. Auxiliary features and sensations that fall into the system of pedagogical abilitiesare as follows: specific types of intelligence, agility, critical attention to shortcomings, stability; *teacher's speech: theart ofeloquence,thedepth ofvocabulary; page315 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue06,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai *acting feature: facial expressions and pantomimics, being able to use fantasy fantasy, being abletocontrol mental emotion. *having pedagogical tact and pedagogical femininity. Communicative competence of the teacher and methods of communicative influence Since today our independent republic is recognized by the world community, its further development and prosperity depends on the youth of today. Therefore, today's youth should be developed in every possible way, able to express their correct attitude to oneself, to another person, to society, to nature and to work, able to operate independently, creative, enterprising and entrepreneurial. The development of these characteristics in the student depends on the unspoken teacher, his ability to correctly control the educational process and the treatment and relationship thathe can establish with thestudents. Communicative ability is the ability to communicate, which has a special appearance in the field of pedagogical mutual action. In the psychological literature, several types of communicativeabilities are distinguished: 1) a person's ability to understand a person (assess a person as a person, his individual aspects, motives and needs, consider his external behavior in relation to his inner world, the ability to"read "actions of theface, hands,torso) 2)a person's ability to self-understand (assess his own knowledge, abilities, his character and other; 3) the skill of being able to fully assess the situation of communication (to observe the current state, to extract more information about the signs of its manifestation, to focus on them, to correctly perceive and assess the social and psychological essence of the situation that is occurring). Analysis includes all the actions of knowledge and practical activity in gnoseology, psychology, and in pedagogy, what is being studied is expressed as a process of cognition that embodies the laws and methods of separation of ideas into separate components. O.O.Kashenko believes that self-analysis is not used as an independent category in philosophy and psychology, even if it is reflected as a component of self-awareness, self-knowledge, self-control, self- assessment. However, it is necessary to remember that the formation and development of self- awareness takes place onthebasis ofself-analysis. Because it is in pedagogical reality that t