Bolshanina Lyudmila Vasilyevna
Senior lecturer, of the Department of Logopedics and Children’s Speech, the Institute of Childhood, Novosibirsk State Pedagogical University, Ljutik84@ngs.ru, Novosibirsk

Theoretical approaches to the determination of the concept and the structure of communicative Competence of the higher school teacher

In the article the author presents the experience of communicative competence’s comprehension as component of the competence approach in modern pedagogy. The author made analysis of the best pedagogical experience and concludes that there is no general concept of communicative competence in the scientific literature now. Analysis of communicative competence’s structure and components allowed to syste-matize knowledge to create a model of communicative competence, including goals, objec-tives, content, criteria, pedagogical conditions. It is assumed that this model of the teacher’s communicative competence can be taken as a basis for a practical study of increasing the communication level. The conclusions are aimed at clarifying and improving the methodology for the study of communicative competence in education.
competence, teacher of higher education, communicative competence of the teacher, structure of communicative competence, criteria of communicative competence, pedagogical condition.

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