Angelica M. Wilhelm

This article describes the results of four empirical research studies of teachers’ notions about effective conduct in various pedagogical situations and about communicative competencies, which can help in resolving difficult pedagogical problems. The findings indicate that teachers’ ideas concerning their professional conduct and communicative competencies are rather positive. The majority of teachers identify their conduct in difficult pedagogical situations with that of an “ideal” teacher. At the same time, the results received when the semantic differential was used revealed the ambiguous character of teachers’ assessments of their own communicative competencies. Psychological training focused on deepening teachers’ notions about communicative culture was carried out. As a result of the training, teachers’ notions about their own communicative competencies changed.