The essence and content characterization of the structural and functional components of the teacher’s communicative competence
DOI:
https://doi.org/10.31812/psychology.v0i10.3911Keywords:
competence, pedagogical competence, professional and pedagogical competence, communicative competence, functional and structural componentsAbstract
Abstract. This article analyses theoretical foundations of the problem
of communicative competence as an integrative formation of a future
teacher’s personality. The variability of the definition of “communicative
competence” was presented. The different scientists’ approaches to defining
the essence and content of the denoted phenomenon were considered.
The basic structural and functional components of communicative
competence (gnostic, motivational-value, operational-activity, reflexive,
personal, emotional-volitional) and their substantive characteristics were
specified and defined. According to the results of theoretical analysis,
communicative competence is defined as a system of internal reserves of a
personality necessary for communicative interpersonal interaction.
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