The development of the prospective teacher’s communicative competence as an indicator of successful professional activity

Abstract

In this paper the authors reveal a relevance of the prospective teachers communicative competence development as a basic component and requirement for professional activity. The professional standard requires readiness for pedagogical activity, the basis of which is the development of communicative competence of a prospective teacher. The authors distinguish ways for communicative skills development among students in the process of studying a set of pedagogical courses while receiving pedagogical education. The paper states the need to adhere to a systematic approach to communicative competence development as the dominant component of the professional competence of a prospective and novice teacher. The authors emphasize that the effectiveness of his or her pedagogical activity is determined by the content of the communicative portrait of students prospective teachers, and the effectiveness of the educational process will depend on this. Namely, communicative knowledge, the skills and abilities of a prospective teacher will build a trajectory of object-subject and subject-subject interactions in the holistic educational process. The key component of communicative competence is the communicative culture of a teacher, which ensures an effective construction of feedforward and feedback with the participants of the educational process. Professional activity always requires from a prospective teacher an ability to build a strategy, tactics and technique of subject-subject interactions, organize joint activities with students to achieve learning goals.