Development of social and communicative competence of a future teacher in the process of professional training

Abstract

The article is devoted to the problem of developing social and communicative competence of future teachers in the process of their professional training. The definition of the concepts of “social and communicative competence”, “professional training of a teacher” is given. The development of the social and communicative competence of a future teacher in the process of his professional training, which is understood as an integral neoformation of a teacher’s personality, being characterized by a set of theoretical, linguistic and methodological knowledge on the development of social and communicative competence of future teachers in the process of his professional training, was considered. Pedagogical conditions for the development of social and communicative competence of future teachers in the process of their professional training were revealed. The results of the experimental work showed that if the pedagogical conditions are observed, future teachers in educational organizations have an increased desire to develop social and communicative competences and strive for achieving effective skills of interpersonal interaction and communication, as well as for knowledge of the methodological foundations and categories of pedagogy, patterns of development and formation of students’ personalities.

Communicative competence of elementary school teachers

“…To get acquainted with the works of foreign researchers we used the search with the help of such well-known scientific resources as: Elsevier, Researchgate, Teacher Reference Center of EBSCO-Publishing. Significant for the disclosure of our problem are English-language works related to communicative competence Ahmed & Pawar (2018); Selezneva, Gorbova & Perederii (2021)highlighted the importance of quasi-professional training as a practical teaching method, and studies Zotova on the development of social and communicative competence of the future teacher in the professional training (Zotova, 2020), on the use of innovative technologies in the formation of communication skills. & Bin-Hady (2019), Gönen (2019), Nami, Marandi & Sotoudehnama (2016).…”

“…The student opinion leaders highlighted the building blocks of their successful teacher communication, the elementary school teacher: self-confidence, possession of one's own voice, its power; perfect skills in speech and speech; high moral values; an interest in current global trends, close to the students; familiarity with the exact sciences and humanities; knowledge of age-specific features of students' development, etc. Based on the research conducted and described by Avramenko & Parkheta (2019), Zotova (2020), Radzhabova (2020), Kholkovska (2019), and based on the results of the conducted pedagogical experiment, we compiled a table "Components of communicative competence" where the structural elements of communicative competence of a specialist are highlighted (Table 1). We differentiated them into two categories: "Professional knowledge and skills of an elementary school teacher and Psychological characteristics and personal qualities of an elementary school teacher".…”

Scenario approach for training classroom management in virtual reality

“…The processes of teacher education transformation are aimed at increasing the practical training of a teacher (Margolis, 2014;Nael & Gnaim, 2021;Pesha, 2022;Sudakova et al, 2022;Phillips & Chetty, 2018;Zemlyanskaya & Bezborodova, 2021). But, as practice shows, the main emphasis during the period of study of a future teacher is placed on teaching the subject, while social and communicative competencies remain as additionally developed skills (Makhurane, 2020;Rodionova et al, 2022;Zaitseva et al, 2021;Zotova, 2020). As a result, when coming to school, a young teacher struggles in managing difficult situations of pedagogical interaction, often leading to conflicts (Borisova, 2017).…”