DOI: 
http://dx.doi.org/10.15293/1813-4718.2101.03
UDC: 
378+37.0
Vanieva Victoria Yuryevna
Кандидат педагогических наук, Cand. Sci. (Pedag.), Assoc. Prof. of the Department of Defectological Education, North-Ossetian State Pedagogical Institute, vvanieva@yandex.ru, Vladikavkaz
Techieva Victoria Zaurbekovna
Кандидат педагогических наук, Assoc. Prof., of the Department of Pedagogy, North-Ossetian State Pedagogical Institute, techievav@bk.ru, Vladikavkaz

Formation of Communicative Competence of Future Teachers in the Process of Practice-Oriented Training

Abstract: 
The modern social order is the education of a teacher of a new formation who is able not only to carry out professional activities at a high level, but also to do it in the most communicative and appropriate way, in line with humanistic pedagogy and psychology. The purpose of the article is to determine the potential of practice-oriented learning in the formation of communicative competence of future teachers. Methodology and methods of research. The research was based on the fundamental theories of communication by A. A. Bodalev, B. F. Lomov, V. N. Myasishchev, views of A.V. Mudrik on the key role of communication in the process of education, research of socio-psychological phenomen of pedagogical communication by V. A. Kan-Kalik, G. A. Kovalev. Research methods: analysis of pedagogical and psychological literature, questionnaires, observation, conversation, methods of mathematical processing of experimental data. The main methods and techniques for forming the communicative competence of future teachers were active and interactive technologies inherent in practice-oriented training. Conclusion. It is concluded that the formation of communicative competence of future teachers is carried out on the basis of a practice-oriented orientation of training and through the use of active and interactive pedagogical technologies.
Keywords: 
ommunicative competence, practice-oriented training, active and interactive technologies
Please register
References: 

1. Andreeva, G. M., 1996. Social psychology: textbook. Moscow: Aspect Press Publ., 324 p. (In Russ.)
2. Bodalev, A. A., 1983. Personality and communication: Selected works. Moscow: Pedagogy, 271 p. (In Russ.)
3. Burnard, F., 2002. Interpersonal interaction training. St. Petersburg: Piter Publ., 304 p. (In Russ.)
4. Vanieva, V. Yu., 2017. Practice-oriented training of future speech therapists in a pedagogical University. Monograph. North Ossetian state pedagogical Institute. Vladikavkaz, 129 p. (In Russ.)
5. Verbitsky, A. A., 2005. Business game as a method of active learning. Modern higher school, 3, pp. 23–28. (In Russ.)
6. Verbitsky, A. A., 2007. Active training in higher school. Moscow: Welby Publ., 480 p. (In Russ.)
7. Johnson, D. U., 2001. Training of communication and development: Per. s Engl. Moscow: Progress Publ., 248 p. (In Russ.)
8. Kan-Kalik, V. A., Kovalev, G. A., 1985. Pedagogical communication as a subject of theoretical and applied research. Question of psychology, 4, pp. 9–17 (In Russ.)
9. Kan-Kalik, V. A., 1987. To the Teacher about pedagogical communication: Book for the teacher. Moscow: Enlightenment Publ., 190 p. (In Russ.)
10. Kuzmina, N. V., 1990. Professionalism of the personality of the teacher and master of industrial training. Moscow: Higher school Publ., 119 p. (In Russ.).
11. Kucherevskaya, M. O., Deich, B. A., 2020. The Use of active learning methods in the formation of professional and pedagogical orientation of future teachers of additional education. Siberian pedagogical journal, 4, pp. 53–63. (In Russ, abstract in Eng.)
12. Leontiev, A. A., 1979. Pedagogical communication. Moscow: Knowledge, 63 р. (In Russ.)
13. Lomov, B. F., 1981. Problems of communication in psychology. Moscow: Nauka Publ., 280 p. (In Russ.)
14. Mudrik, A. V., 1984. Communication as a factor in the education of schoolchildren. Moscow: Pedagogy Publ., 111 p. (In Russ.)
15. Myasishchev, V. N., 2011. Psychology of relations. Moscow, Voronezh (In Russ.).
16. Petrovskaya, L. A., 1989. Competence in communication. Socio-psychological training. Moscow: MSU Publ., 216 p. (In Russ.)
17. Stolyarenko, L. D., 2004. Pedagogical psychology. Rostov n/A: Phoenix Publ., 544 p. (In Russ.)
18. Fetiskin, N. P., Kozlov, V. V., Manuilov, G. M., 2002. Socio-psychological diagnostics of personality development and small groups. Moscow: Publishing house of The Institute of Psychotherapy, 490 p. (In Russ.)
19. Hutmacher, Walo., 1996. Key competencies for Europe. Report of the Symposium Berne, Switzezland 27–30 March, Council for Cultural Co-operation (CDCC). Secondary Education for Europe Strаsburg, 1997. (In Eng.)
20. Rogers, С., 1961. On Becoming a Person: A Therapists View of Psychotherapy. Boston, 420 р. (In Eng.)