THE STRUCTURE OF COMMUNICATIVE COMPETENCE OF THE FUTURE TEACHER-SPEECH THERAPIST

Abstract

The article is devoted to highlighting the structural components of the communicative competence of the future teacher-speech therapist. The communicative competence of the future teacher-speech therapist is defined as the ability to humanistically oriented interaction with students, which ensures the management of systems of role and interpersonal interaction of the subjects of the educational process. The level of communicative competence of a speech therapist reflects the socio-psychological atmosphere of modern Ukrainian society, the state of public morality, and the success of pedagogical activity. It is shown that interpersonal communicative interaction is conditioned by professional mastery of linguistic means, mechanisms of psychological influence, a variety of educational means, techniques, methods and forms of work and awareness of individual expressive capabilities – language, facial expressions, gestural, pantomime. The study of the phenomenon «communicative competence of the future teacherspeech therapist» has significant pedagogical potential, and its implementation will contribute to the professional and personal development of students of higher education institutions. The structure of communicative competence developed by us is presented as a multifaceted system, which includes the following components: motivational, axiological, information-content and operational-activity. The selection of these components is purely analytical in nature and is aimed at a deeper understanding of the nature of communicative competence. In our opinion, the motivational component plays a key role in the structure of communicative competence of a future speech therapist teacher and reflects the main characteristics of a humanistic approach to interaction with students. At the same time, in real practice, all elements of this structure closely interact and depend on each other. It is their interdependence that creates the basis for the integral communicative activity of the future speech therapist teacher, which allows effective solving of pedagogical tasks.