Specific of communicative teacher's competence in the aspect of the professional standard requirements

The article reflects the main issues regarding the communicative competence of the teacher as one of the key conditions for his successful professional activity. The approaches of various researchers to the definition of the concepts of “competence” and “communicative competence” are presented, the structural model of communicative competence proposed by E. V. Filatova is presented, the need to form communicative competence as one of the most important components of a teacher’s professional competence is substantiated. Based on the analysis of already existing scientific approaches to the understanding of communicative competence, and also based on the analysis of the teacher’s professional standard, specific features of the teacher’s communicative competence are defined, a “communicative portrait” is formulated, reflecting the necessary communication skills that the teacher should possess. Based on this portrait, students will be able to more clearly identify their professional difficulties with regard to their communicative competence and formulate requests for a self-development program, taking into account the identified difficulties.