Knowledge exchange as a factor of modern professional pedagogical activity

knowledge management is a key element for creating a continuous professional training system and improving the efficiency of the organization as a whole. Process optimization, thanks to the accumulated experience and knowledge, allows you to reduce the cost of training, correcting errors and recompleting tasks. Knowledge management should be closely integrated with learning systems. The relevance of the topic is due to the need to study communication in the professional field, as in the development of society, accompanied by contradictory and crisis periods, changes in communication norms, and the introduction of new technologies. A higher education institution is a special type of communication where different types of communication meet within the same organization. The growth of innovativeness of scientific, pedagogical and organizational communication in universities is achieved by two factors: firstly, it is a fundamental factor in the effectiveness of professional activity, determining its efficiency; secondly, it includes a variety of both general and characteristic components of communication models. The theoretical basis of the research was the works of domestic and foreign scientists in various fields. The problems of the essence and status of communication are dealt with by such scientists as V.M. Zhirmunsky, A.A. Leontieva, A.V. Nazarchuk, E.P. Savrutskaya, V.P. Terina, L.P. Yakubinsky and N.S. Trubetskoy. The concept of communication in linguistics is fundamental and is found in such linguists as: M.Y. Lomonosov, V.V. Vinogradov, R.O. Yakobson. Semiotic direction in the study of information: C. Pierce, C. Maurice, Y.M. Lotman. The founders of communication in the field of psychology are thinkers: E. Mounier, K. Jaspers. In the sociological sciences: G. Grafinkel, P. Berger, T. Lukman, J. Habermas, A. Schutz. A.S. Bikkulov, R.L. Daft, R.H. Lengel, R.E. Rice, D. Taurish, F.I. Sharkov wrote about communication channels. The structure of the communicative process, primarily in internal communications, was considered in the works of D. Volton, N.E. Kurolenkin, M. Konashkova, I. V. Krasavin, B. Z. Milner, O.A. Pyrianova. Including works on communication in the organization: V.S. Volkova, M.A. Volkova, R.A. Dolzhenko, A.A. Legachev, N.A. Lvova, I.V. Leshchukova. Modern approaches reflecting the specifics of communication in higher education are presented in the works of V.P. Babintsev, E.V. Balakireva, A.O. Kislov, L.V. Kozhenova, N.N. Moiseev, V.V. Mironov, K.B. Malyshev, O.A. Malyshev, I.N. Rogozin, V.N. Syrov, E.V. Piskunova, by E.A. Pervushina and others. When considering the specifics of communication carried out by university teachers, the works of the authors are of particular importance: E.V. Bryzgalina, L.A. Vitvitskaya, E.L. Doroshok, S.V. Dukhnovsky, R.N. Ibragimov, M.V. Kashirina, L.V. Kozhenova, T.I. Malashina, L.A. Soloshenko, Yu.S. Tukacheva. The definition of approaches and methods to the research topic, the development of a sociological research program is determined by the purpose and objectives of the research and is based on a systematic approach, which uses general scientific methods: scientific analysis, the method of induction, scientific evidence; methods of sociological research: the method of information analysis, sociological observation and questionnaires. The empirical basis was the compilation of the author's model of career guidance for work with the scientific and pedagogical staff of the Siberian State University of Science and Technology named after M.F. Reshetnev. Also, as part of the empirical research, questionnaires and career guidance counseling of teachers were conducted. The results of the study. These results of the work consist in generalizing knowledge about internal communication and the specifics of communication in higher education. The practical significance of the research lies in determining the communication flows within the Reshetnev Siberian State University and the possibility of applying the research results to other universities. On the importance of the knowledge sharing process in an organization, scientists (R.M. Grant, R. Ruggles, A. Kabrera, Van B. den Hooff, Jan A. de Ridder, K. Husted) have been talking for a long time. Despite this, knowledge exchange studies at the university have appeared relatively recently. One of the complete works in this area is a scientific report by T.E. Andreeva. However, since the university includes not only scientific, but also organizational communication, the exchange of knowledge at the university should be considered in an integrated approach. Therefore, for the sociological study of knowledge exchange at the university, we relied on the already proven work of these two areas. Thus, we have combined two approaches to the study of the effectiveness of knowledge exchange at the university. The first is organizational, where feedback and satisfaction of university staff is important. The second is scientific, where it is important to create scientific knowledge within the university. The management of knowledge exchange at the university will not be complete when viewed from only one of the two sides. In our opinion, the results obtained are important for both the theory and practice of knowledge management at the university. At the conceptual level, the synergy of organizational and scientific knowledge exchange illustrates an integrated approach to knowledge management research at the university. At the same time, this theoretical aspect requires further discussion and addition.

knowledge exchange, professional activity, pedagogical activity, scientific and pedagogical communication, organizational communication