CONTENT AND STRUCTURE OF FUTURE TEACHER'S OF TECHNOLOGY COMMUNICATIVE COMPETENCE
Keywords:
competence, competency, communicative competence, professional competence, competency-based approachAbstract
The purpose of the article is to analyze the essence and structural components of future teacher's of technology communicative competence. The research methodology is based on the following approaches: acmeological, systemic, personality-oriented and competency-based. It also provides a set of theoretical methods: system-structural analysis (classification, systematization), comparison, and generalization. Scientific novelty: the essence, content and structure of communicative competence as an important component of future teacher's of technology professional competence have been specified.
It has been found that the definition of «communicative competence» is defined differently by authors. We understand communicative competence of teacher of technology as integrative personal education, which has a complex system organization and acts as a set, interaction, interpenetration of motivational, cognitive, operational, emotional, volitional, value-semantic, individual-personal components that allow teachers to achieve desired results in communicative activities. The development of teacher's communicative competence involves the comprehensive development of all its components, mastery of communication techniques, and their application in practice. The content of the structural components of future teachers' of technology communicative competence has been revealed.
The following conclusions have been made: the development of technology teachers' communicative competence has a positive effect on their professional level, creative selfrealization, improvement of activity, this is what specialists need for adequate orientation in all spheres of public life. The study of the basics of communicative competence at each level of continuing education helps professionals to understand its significance for professional activity. The development of a model for the formation of future teachers' of technology communicative competence during distance learning can be considered as prospects for further research.
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