Зміст і структура мовно-комунікативної компетентності вчителя в контексті концепції Нової української школи

Abstract

The article deals with the problem of teacher’s linguistic and communicative competence, which is up to date in the context of the conceptual educational reforms of the New Ukrainian School. The study reveals the essence of the definition of «linguistic and communicative competence» from the standpoint of acmeological, personality-oriented, activity-based, systemic, and communicative approaches. It has been found that linguistic and communicative competence for teachers is a key professional competence and consists of linguistic, pragmatic, subject-technological, socio-cultural competences and is determined by the peculiarities of professional activity. Based on the analysis of the views of linguists and didactics, psychologists and teachers, the teacher’s linguistic and communicative competence in the context of the New Ukrainian School has been defined as a complex integrative system which function is to balance the language, speech and communicative competencies of a professional. It ensures his/her ability to establish and maintain effective partnerships with all participants in the educational process on a humanistic basis for the implementation of educational tasks of comprehensive harmonious development of the student and for his/her own self-realization and professional self-determination. The article also discloses the essence and components of the outlined construct and identifies the interconnected and interrelated components, which are: cognitive, value-motivational, personal, operational and technological, activity-based and reflexive.