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

In this paper the authors reveal a relevance of the prospective teacher’s 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.