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Abstract

This paper deals with the challenges of developing communicative competence representing a fundamental competence in the framework of future teacher professional training. The authors believe, that the above competence is underpinned by the speech mastery of a teacher and effective communication practice. The authors identified contradictions in the existing system of communicative training and outlined the way forward for developing communicative competence of students in pedagogical universities in the context of implementation of the new Federal State Standard of Higher Education. Communicative competence is viewed as a universal transprofessional meta-competence, which should be developed, first of all, through subject areas with philological focus, offering special assignments aimed at developing practical communicative skills: language, speech and rhetorical skills necessary for further professional activity of a teacher. The research carried out by the authors, supported by theoretical analysis, synthesis, classification and generalization, and method of pedagogical design, made it possible to refine and adjust the variable part of curricula, to make substantial changes in the design of programs and classes for students seeking Bachelor's degree in the field of training Pedagogical Education, specialties Primary Education; and Pre-school Education. Primary education. The presented methodological experience indicates possible ways to eliminate the identified contradictions in the context of raising a future teacher.