Abstract:

This paper deals with the up-to-date educational problem of pre-service teachers’ communicative competency formation in terms of the competence approach to the professional education in Russia. Modern society faces up to the needs of improving a) the purposeful communicative culture formation of modern specialists on the whole and b) the communicative competency formation of pre-service teachers in particular. The authors made an attempt to meet these challenges. The purpose of this study is to substantiate the importance of communicative competency of pre-service teachers and to determine its composite structure. The methodological basis of the research constitutes the systemic and culturological scientific approaches. These approaches explain the unity of axiological, acmeological, personal activity and creativity constituents of the teacher's personality. In this study, there were used theoretical research methods: analysis, synthesis, interpretation, and empirical methods: interview, observation, content analysis, documentation study. The analysis of the content of pre-service teachers’ professional training was conducted from the standpoint of philosophical, general scientific, psychological and pedagogical approaches. It allowed the researchers to define the composite structure of communicative competency, which includes the following five groups of sub-competences: philosophical, general scientific, culturological, psycho-pedagogical, technological. The social and professional importance of pre-service teachers’ communicative competency was determined. Due to these findings communicative competency is regarded as meta-competency of the general professional competency of the teacher. This study allowed the researchers to conclude that in the process of the humanization of society, the efficiency of the educational system is determined by communicative culture of teachers’ community as the main subject of the holistic pedagogical process that has to preserve and transfer humanistic values, ideals and traditions from generation to generation. The authors claim that the purposeful formation of communicative culture and communicative competency is a necessary condition for improving the quality of the professional training of pre-service teachers in Russia.

Keywords:

Education, multicultural educational environments, competence approach, communicative competency, communicative culture, communicative sub-competences.