STRUCTURAL ANALYSIS OF THE COMMUNICATIVE COMPETENCE OF A FUTURE TEACHER AT HIGHER EDUCATION INSTITUTIONS

Abstract

The article presents a structural analysis of the communicative competence of future higher education teacher as a key professional characteristic that determines the effectiveness of pedagogical activity. Communicative competence of a future university teacher is considered as a multi-component construct that integrates knowledge, skills, abilities, and personal qualities necessary for effective interaction with students and colleagues. It is defined as an integral quality that ensures successful pedagogical communication, encompassing communication knowledge and skills, the development of emotional intelligence, adherence to ethical norms, and the use of diverse means of interaction, thereby forming the foundation of a high-quality educational process. Four main components are distinguished: cognitive, communicative-speech, social-perceptive, and interactive. The cognitive component provides the theoretical basis of communication, including knowledge of the essence, regularities, and strategies of pedagogical interaction. The communicativespeech component covers verbal and non-verbal skills that shape the professional discourse of the teacher. The socio-perceptive component focuses on the development of empathy, pedagogical tact, and reflective abilities, ensuring understanding of students’ individual characteristics. The interactive component reflects the practical dimension of communicative competence, including the organization of educational dialogue, group work, and constructive conflict resolution. All components are closely interconnected, forming a holistic system that defines a teacher’s professional readiness for effective pedagogical activity. The conducted analysis outlines the prospects for developing communicative competence in the process of professional training, which involves the integration of innovative educational technologies, the enhancement of emotional intelligence, and the improvement of practiceoriented teaching methods. The obtained results may be used to assess the communicative competence of future teachers, determine their competence levels, and identify directions for further professional development of a communicatively flexible, socially responsible, and professionally competent educator.