STRATEGY OF FORMATION OF COMMUNICATIVE COMPETENCIES OF FUTURE TEACHERS-PSYCHOLOGISTS

Abstract

The formation of the communicative competencies of future teachers-psychologists requires a variety of changes that taking place at the present time, and the transition of the country's educational sphere into the world educational space. This article is the result of studying the theoretical and practical foundations of the process of training teachers - psychologists at the university according to the educational program 6B01101-"Pedagogy and Psychology". Communicative competence as the basis of the educational process ensures the formation of professional knowledge and skills among future teachers-psychologists in the process of studying at the university.

Changes in the field of education require a new understanding of the professionalism and professional competence of future specialists, that is, the teacher himself should be interested in his professional development. The concept of communicative competence of future pedagogues-psychologists is clarified, the component composition of the above-mentioned competence and the method of its formation are described, the analysis of the results of the formation of the communicative competence of future pedagogues-psychologists is presented.

The strategy of training teachers-psychologists at our university is based on the priority of the competence approach and requires taking into account the peculiarities of professional activity. The training of teachers-psychologists according to the educational program is a complex and multifaceted process. In the course of the study, the most demanded and sufficient bachelor's competencies in professional activity under the educational program 6B01101 - "Pedagogy and Psychology" were identified, characterized and tested in the educational process for the first time, and for the qualitative performance of professional activities by the bachelor under the educational program, the relevance of the competence approach in its preparation is of particular importance. In this regard, the purpose of our study was to identify and characterize the professional competencies necessary for the performance of professional activities, to show the ways of mastering competencies in the educational process.