Communicative competence of pedagogues/teachers/tutors determines the ways of building relations with their charges. Appropriate atmosphere of cooperation being the result of exhibiting certain interpersonal skills, including the communicative determines the possibility to support the development of people in care. Lacks within this scope pose major threat to the intellectual and emotional growth of children and youth, in extreme cases leading to enslavement. The communicative character of pedagogue's work involves specific consequences for the mode of student training for this profession. Training which, regardless of the general concept adopted, always remains a process. Its effects depend on the mutual activities of students and academic teachers as well as a number of determinants. On the part of the students, one of the most significant ones is the internal image of the world (the results of their personal experiences) that young people begin their studies with. If disturbed, it hinders 'becoming' a pedagogue preventing them from maturing to this role and their own self-creation. Making experience a point of departure, the author attempts to present the complexity of the processes of adaptation to the role of a pedagogue. She draws attention to the significance of interpersonal relations with the family for the role of a student and dealing with going through the crisis of adolescence and early adulthood falling exactly on the period of studies. Undertaking them, the students are exactly at that moment of their lives the ones who need to cope with a wide range of their early, late childhood and youthful experiences not only for them, but also for others, if - in their later pedagogical work - they want to consciously support the development of their charges. Paraphrasing Ghandi's words, one can say that aspiring to change the world and others, they need to become a change themselves. They know nothing about it on the threshold of their studies.
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