Communicative competence

Modernization of education entails qualitative changes in the content and methods of organizing the educational process. Today, heads of educational institutions, advanced training institutes, methodologists and inspectors of educational departments, and teachers themselves are giving increasing importance to increasing the competence of teachers.

Pedagogical activity is built according to the laws of communication, human communication. To date, the leading role of pedagogical communication in the procedural side of pedagogical work has been proved (B.G. Ananyev, N.V. Klyueva, A.K. Markova and others). The communicative competence of the teacher is the most important factor in effective pedagogical communication.

The value of communicative competence in the competence of a teacher as a professional is recognized, but the criteria for assessing the effectiveness of a teacher’s work, for example, during certification, are, first of all, indicators of the quality of student knowledge. Thus, such a result of the teacher’s work as the development of the student’s ability to independently acquire knowledge, learning skills, and an active life position is not accepted for serious consideration. And also in assessing pedagogical success, the communicative means used by the teacher for the mental and personal development of students are not sufficiently taken into account.

Competence issues are considered in the works of both domestic and foreign scientists. It should be noted that the interpretation of competence is very ambiguous.

The concept of competence is broader than the concept of knowledge, or skills, or skills; it includes them in itself. “The concept of competency includes not only the cognitive and operational-technological components, but also motivational, ethical, social and behavioral. It includes learning outcomes (as personal achievements), a system of value orientations, habits, responsibility for the consequences of committed actions, etc.”

It should be noted that scientists studying the problem of teacher competence use in their works either the term “professional competence” (V.N. Vvedensky, A.K. Markova), or the term “pedagogical competence” (N.V. Kuzmina), then both terms are synonymous (L. M. Mitina), and sometimes combine the terms by analogy with professional and pedagogical activity: “professional and pedagogical competence”, “psychological and pedagogical competence” (NN Lobanova, MI Lukyanova) Depending on the terminology, the competency structure is also determined.

• L .M. Mitina under pedagogical competence means “knowledge, skills, and also methods and techniques for their implementation in the activity, communication, development (self-development) of a person, or, in other words, a harmonious combination of knowledge of the subject, teaching methods and didactics, as well as skills culture of pedagogical communication "

Pedagogical competence is knowledge, abilities, skills, as well as methods and techniques for their implementation in the activity, communication, development (self-development) of a person, or a harmonious combination of knowledge of the subject, teaching methods and didactics, as well as abilities and skills of pedagogical communication culture. In the structure of pedagogical competence, an important role is played by communicative competence.

Communication is not only a process of transmitting information, but also an active exchange of it. In the communication process, partners can influence each other. The exchange of information involves an impact on the behavior of the partner, as a result of which there is a change in the type of relationship that has developed between the participants in the communication process.

Communicative competence is an integral part of pedagogical competence, pedagogical culture, understood as the degree of maturity and development of the entire system of personal qualities that are productively realized in the process of pedagogical communication. Communicative competence is the basis of the teacher’s professionalism, because communication with students is the essence of pedagogical activity.

Communicative competence has a complex structure, consisting of a certain system of scientific knowledge and practical skills. Communicative competence includes the following components: individually-personal (psychological characteristics of the personality); general cultural (moral qualities, value orientations, worldview); knowledge (a set of ideas about the communicative process, about the basic laws of communication); motivational-reflexive (internal and external prerequisites for mastering communicative competence, the ability to analyze the situation).

Currently, there are a large number of diagnostic techniques for communicative competence. It:

• -    modified COSCOM questionnaire (methodology for measuring communicative and social competence) V.N. Kunitsina;

• -    methodology for the diagnosis of communicative tolerance V.V. Smartly;

• -    diagnosis of the level of multicommunicative empathy;

• -    diagnosis of the adoption of others (on the Feij scale);

• -    diagnostics of goodwill (Campbell scale);

• -    express diagnostics of trust (on the Rosenberg scale);

• -    Diagnostics of the effectiveness of pedagogical communications (a modified version of the questionnaire by A.A. Leontyev);

• -    determination of the level of conflict tolerance;

• -    Methodology “The scale of conscience” (VV Melnikov, L.T. Yampolsky);

• -    the study of the ability to self-government in communication;

• -    diagnosis of emotional barriers in interpersonal communication (VV Boyko);

• -    diagnosis of interpersonal relationships (A.A. Rukavishnikov);

• -    self-esteem of mental stability in interpersonal relationships (M.V.Sekach, V.F. Perevalov, L.G. Laptev).

Diagnostic technique for communicative social competence V.N. Kunitsina is designed to obtain a more complete picture of the individual, making a probabilistic forecast of the success of her professional activities. The questionnaire includes 100 statements arranged in a cyclic order in order to ensure the convenience of counting using a stencil. There are three alternative answers for each question. The technique is designed to study individual personality factors in people with secondary and higher education.

Diagnostics of communicative tolerance (V.V. Boyko) allows you to evaluate your behavior in various situations of interaction with other people. The goal is to verify how well the subject is able to accept or not accept the identities of the people they meet.

The polycommunicative empathy level questionnaire contains 6 diagnostic empathy scales expressing attitude to parents, animals, elderly people, children, heroes of works of art, friends and strangers. The questionnaire contains 36 statements, for each of which the subject must evaluate to what extent he agrees or disagrees with him using 8 possible answers: “I don’t know”, “never” or “no”, “sometimes”, “often”, “Almost always,” “always,” or “yes.”

The methodology for diagnosing the effectiveness of pedagogical communications (a modified version of A.A. Leontyev's questionnaire) is intended to study the activity, the severity of cognitive interest among students, as well as some manifestations of the style of pedagogical activity.

Experts with experience in communicating with the audience are offered a map of communication activities. Each expert works independently, after which there is an average rating. Evaluation should be carried out on the proposed scale, and in the discussion, try to justify what actions the teacher caused one or another assessment.

The methodology for determining the level of conflict tolerance allows you to identify the main strategies for behavior in the potential zone of conflict -interpersonal disputes and indirectly determine the level of conflict tolerance of an individual.

Sources used:

• 1.    Andreeva, G.M. Social Psychology [Text]: textbook. allowance / G.M. Andreeva. - M.: Aspect Press, 1999

• 2.    Bakulina, I. The problem of communicative skills of a teacher [Text] / I. Bakulin // Pedagogical technologies. - 2008

• 3.    Vvedensky, V.N. Modeling the professional competence of the teacher [Text] / V.N. Vvedensky // Pedagogy. – 2003

• 4.    Mitina, L.M. Psychology of teacher professional development [Text] / L. M. Mitina. - M.: Flint: Moscow Psychological and Social Institute, 1998

"Экономика и социум" №3(70) 2020