FORMATION OF COMMUNICATIVE COMPETENCE AMONG FUTURE TEACHERS ON THE EXAMPLE OF THE BRANCH OF THE STAVROPOL STATE PEDAGOGICAL INSTITUTE IN ESSENTUKI

Abstract

The article considers an issue of forming communicative competencies in future teachers. The author notes the relevance of the study, since recently the chosen topic has not been raised and studied properly. Stavropol Krai is one of the regions of Russia in which there is also a problem of communication of children, orphans. The need for the formation of communicative competencies among future teachers in order to raise children is becoming more and more urgent, and pedagogical universities play a key role in this process. The study of the territorial uniqueness of the Stavropol Territory helps to understand that it is the communicative competence that should be formed in future teachers. There are many ethnic groups living in this region, each of which has its own traditions, customs, language and religion. This requires future teachers to be flexible and able to take into account the diversity of cultures and nationalities. Mastering communicative competence contributes to the development and implementation of programs that take into account the cultural and national characteristics of each child. A teacher should be able to create adapted educational materials that will help children to integrate into society. Children of different ethnic groups have a limited social circle. A teacher should be able to find a common language with such children, take into account their psychological state and help them adapt to new conditions. The conducted research shows that the work on the formation of communicative competence among future teachers has a positive result due to the creation of a working group at the Department of General Pedagogy and Pedagogical Technologies; the development of a set of classes on the formation of communicative competence among future teachers; the interaction of teachers of the orphanage and students of the Branch of the SSPI in Essentuki during the period of pedagogical practice. The information presented in the article will be of interest to teaching staff.