Volume 03 Issue 09-2023
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American Journal Of Social Sciences And Humanity Research
(ISSN
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Oscar Publishing Services
Servi
ABSTRACT
This article explores the importance of communicative competence in the context of professional competence of
teachers. Communication plays a key role in the educational process, and understanding its role in the formation of
quality education is becoming increasingly relevant. The authors analyze the main aspects of communicative
competence, including communication skills, interpersonal interaction, and the use of modern communication
technologies. The article also discusses strategies for developing communicative competence among teachers and its
impact on the quality of education. In conclusion, it is concluded that communicative competence is an integral part
of the professional competence of teachers and is necessary for the successful performance of their professional
duties.
KEYWORDS
Competence, professional dialogue, professionalism, communicative competence, professional competence.
INTRODUCTION
At all times, the key role in education and upbringing
has been assigned to the teacher. The well-being and
success of students depended on his professionalism,
ability to establish relationships, and manage the
educational process. In this regard, the problem of
increasing the professional competence of a teacher is
Research Article
COMMUNICATIVE COMPETENCE AS A FACTOR OF TEACHER'S
PROFESSIONAL COMPETENCY
Submission Date:
September 08, 2023,
Accepted Date:
September 13, 2023,
Published Date:
September 18, 2023
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume03Issue09-06
Atavullayeva Maxbuba Qobilovna
Head Of The General Sciences Department Asia International University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 09-2023
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American Journal Of Social Sciences And Humanity Research
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of particular importance, one of the important factors
of which is communicative competence.
The importance of the communicative component of
professional competence is revealed within the
framework of the activity approach, according to
which the professional competence of a teacher
includes knowledge, abilities, skills, as well as methods
of performing communicative activities, that is, it
requires
high
indicators
of
communicative
competence, the content of which is defined by the
authors differently:
-
this is language proficiency, the ability to navigate
in the object of communication to create a
predictive model of his behavior, empathy,
personal characteristics (adequate self-esteem,
social orientation) of the subject of communication
(M.A. Khazanova);
-
ability to orient (G.M. Andreeva) or orientation in
various
communication
situations
(G.S.
Trofimova);
-
the ability to establish and maintain necessary
contacts with other people (L.D. Stolyarenko);
-
situational adaptability and fluency in verbal and
non-verbal means of social behavior (Yu.N.
Emelyanov);
-
communicative flexibility (O.I. Muravyova), the
presence of a set of knowledge, skills and abilities,
including the functions of communication, types of
communication and its main characteristics, means
of communication, representative systems and
access keys to them (A.P. Panfilova).
Depending on cultural characteristics, the content of
the concept of “competence” varies. According to the
Italian researcher F. Zivelli, in America and Europe
there are at least three ways of understanding what
should be called competence. He believes that it is
common
for
North
Americans
to
associate
competence with the basic characteristics of an
individual that lead to outstanding success in certain
types of activities, primarily in the field of
management. In continental Europe, competence is
more often associated with abilities, personality traits
and acquired knowledge. As for the UK, the prevailing
definition of competence is the compliance of the
results shown with certain established standards in a
particular type of activity [2, p. 250-251].
As for issues of professional competence, they begin
to attract the attention of scientists in the late 80s -
early 90s of the twentieth century. The process of
professionalization of a person is often associated with
the level of qualifications, professionalism, and
professional competence of a specialist. A.K. Markova
considers professionally competent the work of a
teacher in which teaching activities, pedagogical
communication are carried out at a sufficiently high
level, the personality of the teacher is realized, and
good results in professional activities are achieved. At
the same time, the competence of a teacher is also
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determined by the ratio in his real work of professional
knowledge and skills, on the one hand, and
professional positions, psychological qualities, on the
other. A.P. Akimova interprets the professional
competence of a teacher as the sum of knowledge,
skills and abilities acquired by the subject during
training - in the narrow sense of the word, and as the
level of success of interaction with the environment -
in the broad sense.
The formation of professional competence, as noted
by A.A. Derkach, lies in the systemic unity of special and
psychological-acmeological knowledge, experience,
properties and personal qualities of specialists, which
allow them to effectively carry out professional
activities and purposefully organize the processes of
professional communication [3, p. 22-23] involving
personal development and improvement of the
professional activity of a teacher.
Since pedagogical activity is built in accordance with
the psychological laws of communication, one of the
most
important
factors
in
the
professional
competence of a teacher is communicative
competence. In particular, L.A. Petrovskaya notes that
one of the components of professional competence is
communication
competence.
In
this
case,
communication is defined as the interaction of people,
the content of which is the exchange of information
using various means of communication to establish
relationships between people [1]. According to B.F.
Lomov, communication is a specific form of human
interaction with other people, a specific form of
subject activity. Communication involves direct or
indirect interaction between people, which affects the
formation and development of various forms and
levels of mental reflection, the mental development of
those communicating. B.D. Parygin notes that the
process of communication can act at the same time as
a process of interaction between people, and as an
information process, and as the attitude of people to
each other, and as a process of their mutual influence
on each other, and as a process of their mutual
experience and mutual understanding of each other [9,
p. 178]. Thus, the definition of B.D. Parygin, which
focuses on a systematic understanding of the essence
of communication, presents a complete and
comprehensive picture of communication, all its
components. Thus, communicative competence as
part of the culture of communication is a necessary
socio-psychological
condition
for
achieving
pedagogical mastery and successful professional
activity of a teacher.
Currently, in the context of the introduction into
pedagogical practice of the idea of pedagogy of
“cooperation”, “dialogue”, “co
-
management”, the
requirements for the communicative side of
pedagogical activity inevitably increase.
The specifics of pedagogical activity presuppose that
for a teacher communication acts as the goal, content
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Publisher:
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Servi
and method of activity, therefore, there is a need to
improve the teacher’s communicative abilities,
abilities, skills, that is, the development of
“communicative
competence”.
Communicative
competence is one of the significant subsystems in the
structure of a tea
cher’s professional competence.
Being, according to N.V. Yakovleva, an integrative
personal
quality,
communicative
competence
presupposes situational adaptability and freedom of
use of verbal and nonverbal means of communication.
Clarification of the inter
pretation of “communicative
competence” suggests that competence is a set of
professional and personal qualities that ensure the
effective implementation of competencies.
Communicative competence means mastery of a set of
pedagogical functions that ensure the semantic
perception of information from the teacher
(communicator) to the student (recipient) and back.
This definition is informational and semantic in nature.
From a psychological and pedagogical perspective,
communicative competence can be considered the
organization of pedagogical interaction, in which a
community of participants in the educational process is
created while preserving the individuality of each of
them, a psychological readiness to cooperate on the
basis of “counter efforts” is formed
, and the
achievement of expected (or given!) results is ensured
[8, p. 63].
The integrativeness of a teacher’s communicative
competence, which is “consistency (co
-level) between
his value orientations, knowledge, practical skills and
real behavior manifested in the process of pedagogical
communication” [12], presupposes a number of
substantive
components,
such
as
personal
dispositions, knowledge and communication skills.
It is important to note that when solving the problem
of
improving
and
developing
a
te
acher’s
communicative competence, it is difficult to be guided
by
a
limited
understanding
of
the
term
“communicative competence,” reducing its content to
a set of communicative skills and abilities, although it is
the latter that should be considered as the core, or
nuclear, formation of the entire system of
communicative competence teacher.
The main components of communicative competence
as a factor in the professional competence of a teacher
are: emotional stability (associated with adaptability);
extraversion (correlated with status and effective
leadership); ability to construct forward and feedback;
speech skills; listening skills; ability to reward; delicacy,
the ability to make communication “smooth” and
harmonious.
In fact, communicative competence is, firstly, a
personal quality of a teacher, formed in the process of
development and self-development of the individual;
secondly, an indicator of the teacher’s awareness of
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the goals, essence, structure, means, and features of
pedagogical communication; level of proficiency in the
relevant technology; individual psychological qualities
of a specialist; desire for continuous improvement of
communication activities; orientation towards a
person’s personality as the main value, as well as the
ability to non-standard, creative solutions to problems
arising in the process of pedagogical communication.
In this context, an important characteristic of a
teacher’s communicative competence is observation.
The combination of observation and ability to analyze
V.G. Zazykin called insight, which he characterized as a
special personality quality that depends on the ability
to observe, notice a lot, guess and even foresee.
A teacher’s competent professional communication
always
includes
two
closely
related
facets:
communication based on a subject-object scheme, in
which partners are essentially assigned the roles of a
manipulator and a manipulated object (this is
communication in the form of orders, instructions,
prescriptions
of
various
kinds,
etc.)
and
communication based on the subject-subject scheme.
In particular, L.A. Petrovskaya, considering subject-
subject forms of interaction to be the leading aspects
of communication and communicative competence,
noted that “the development of competence in
communication involves the use of a whole set of tools
focused on the development of subject-subject,
productive, personal aspects of communication, as
well as its subject-object, reproductive , operational
components (components)” [10, p. 31]. Developed,
full-fledged
communication
combines
two
interrelated, but significantly different levels: the
external, behavioral, operational-technical level and
the internal, deep level, affecting personal and
semantic formations and playing a decisive role in
relation to the external, behavioral.
The communication competence of a teacher depends
on a number of characteristics in the intellectual,
emotional, volitional, motivational spheres of his
personality and is determined by various factors. V.L.
Zakharov and Yu.Yu. Khryashchev builds the factors of
competence in communication as follows: knowledge
in the field of personality psychology, communication
groups; communication skills and abilities; correction
and development of attitudes necessary for successful
communication; the ability to adequately and fully
perceive and evaluate oneself and other people, as
well as the relationships that develop between people;
correction and development of the system of
personality relationships.
At the same time, a teacher’s competence in
communication can be considered as a system of
internal resources necessary for building effective
pedagogical action in a certain range of situations of
interpersonal
interaction.
This
is
a
holistic
manifestation of personality, allowing the teacher to
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reflect on the external requirements of the situation
and implement the appropriate influence on it.
It must be emphasized that communicative
competence as an important component of a teacher’s
professional competence is directly related to the
effectiveness
of
human
interaction
and
communication in accordance with the requirements
of pedagogical problem situations that need to be
resolved. Communicative competence acts as the
possession of cognitive, emotional and motor modes
of behavior, which in certain communicative situations
lead to a favorable ratio of positive and negative
consequences. The correlation of communicative
competence with pedagogical activity presupposes
the unity of orientation and performance components,
therefore communicative competence is manifested
both in the professional concept and in the methods of
performing actions - skills, behavior.
At the same time, communicative competence as a
factor of a teacher’s professional competence acts as a
combination of three main communicative functions:
influence (as formation), organization (as motivation)
and transmission of information.
Influence is understood as the process and result of an
individual (in this case, a teacher) changing the
behavior of another person (student), his attitudes,
intentions, ideas, assessments during interaction with
him. A distinction is made between directed and non-
directed influence. In the case of directed influence,
the teacher sets himself the task of achieving a certain
result from students. Non-directional influence does
not have such a special task, but the effect of influence
occurs in any case. Thus, influence is considered as
formation, that is, the process of the teacher’s active
influence on the student.
To achieve his goals in communication, the teacher
more or less consciously uses his speech and
expression, that is, he encourages students to act in a
certain way. Choosing the most appropriate ways to
interact with another person helps to reveal the
personal potential of the person with whom you
communicate. In ad
dition, the teacher’s activities are
aimed primarily at organizing and managing the
educational process. At the same time, managing the
development of an individual’s acmeological culture in
the educational space is a purposeful step-by-step
influence of the teacher on the emotional, sensory and
value-semantic spheres of the individual against the
background of establishing dialogue relationships with
a step-by-step analysis of the effectiveness of the
process and further adjustment of joint actions in order
to transfer the value of self-development into the
internal plan of the individual and the formation of the
need for self-fulfillment. Thus, the development of
acmeological culture acts as the goal of the
educational process [5].
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Improving the quality of education and achieving high
levels of communicative competence of a modern
teacher are directly related to the task of increasing the
acmeological culture of the individual. “The activities
of teaching and learning involve analysis of the current
level of acmeological culture, explanation by the
teacher and acceptance by students of the goals and
objectives of the educational process; planning
educational activities; presentation by the teacher and
solution by students of acmeological problems; control
and self-control of the educational process; analysis
and assessment of the achieved level of acmeological
culture as a result of training” [5, p. 285
-286].
Any interaction process, as is known, is also carried out
for the purpose of transmitting various types of
information. But the transmission of information as the
main communicative function can carry a social,
psychological, and moral burden. Having mastered this
communicative function, the teacher not only conveys
educational information (scientific information within
the framework of various educational subjects), but
also expresses his own opinions, assessments,
judgments, gives information about his attitude
towards people around him, events, actions, the
presence of different ways of behavior and
interactions, about their interests, aspirations,
stereotypes, prejudices, etc. The ability of a teacher to
understand the impact on the audience of various
aspects of information (especially the psychological
aspect) and the ability to use them for the purpose of
pedagogical influence is an important aspect of
communicative competence.
In terms of content, the concept of a teacher’s
communicative competence also includes such a
component as knowledge. In this case, the teacher
must have three blocks of knowledge. The first block is
factual knowledge of the characteristics of
communication, depending on gender, age and
individual characteristics of children, understanding of
communication mechanisms, knowledge of role
prescriptions and expectations, knowledge of
etiquette,
etc.
Procedural
and
technological
knowledge constitutes the second block. These
include knowledge of the mechanisms of perception,
rules of listening, ways of maintaining attention, self-
regulation, etc. The third block includes conceptual
knowledge about the essence of humanism, leading
pedagogical ideas, the structure of relationships, the
general theory of communication, etc.
According to most researchers, the necessary and
most important components of any type of
competence are skills and abilities. It should be noted
that in relation to the concept of communicative
competence it is preferable to use the term “skills”.
The concept of skill is often associated with highly
automated div movement systems that, with rare
exceptions, do not play an important role in
interpersonal communication processes.
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At the same time, there is controversy over what
should be the specific composition of the skills
included in the content of the concept of
communicative competence as a factor in the
professional competence of a teacher.
Blocks of general and special skills are distinguished.
General skills are divided into speaking and listening
skills. Both have verbal and non-verbal components. It
is common to give priority to listening skills and non-
verbal behavior. The primary focus on listening is
explained by the fact that this set of skills is not formed
within the framework of the traditional education
system.
Many domestic psychologists do not consider
behavioral skills as a central link, or core component, of
communicative competence. A fairly common point of
view, which was clearly expressed by Yu.N. Emelyanov:
“The key ways to increase communicative competence
should be sought not in polishing behavioral skills and
not in risky attempts at personal reconstruction, but on
the paths of the individual’s active awa
reness of
natural interpersonal situations and of himself as a
participant in these activity situations, on the paths of
developing socio-psychological imagination, allowing
see the world from the point of view of other people"
[6, p. 56].
At the same time, the importance of skills as such is not
denied, but the emphasis is on skills of a different kind,
primarily providing an understanding of the
communicative situation. U Yu.N. Emelyanov is the
ability to put oneself in the place of another person,
mastery of non-verbal means of communication, and
the ability to work with feedback. A similar position is
taken by L.A. Petrovskaya. In her opinion, socio-
psychological training solves two groups of problems:
developing special skills such as the ability to conduct
a discussion or resolve interpersonal conflicts and
deepening the experience of analyzing communication
situations, that is, increasing the adequacy of the
analysis of oneself, a communication partner, and the
group situation as a whole. Among specific skills, she
highlights diagnostic skills, as well as the ability to
express one’s feelings and listen to the interlocutor.
She also notes the importance of the ability to build
contact at different psychological distances and
flexibly change your position. According to L.A., a
special role in the development of competence is
played. Petrovskaya, skills related to giving and
receiving feedback [10, 11].
It is necessary to highlight in the list of skills those that
are fundamental (fundamental), nuclear (part of many
synthetic skills) and special (optional). The first include,
first of all, the ability to work with feedback, since only
on their basis is it possible to fully master and further
improve other skills. The core skills are the ability to
listen and express one's thoughts clearly. Special skills
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include, for example, mastery of facial and pantomimic
accompaniment of speech during public speaking.
According to researchers, the communicative
competence of a teacher includes the ability to take on
and perform various social roles, the ability to adapt to
various social situations, and fluency in verbal and
nonverbal means of communication. Therefore,
according to Yu.N. Emelyanov, a teacher has
communicative competence if he has professional
communication skills. These include, first of all,
professional pedagogical speech, which is included in
the
concept
of
professional
pedagogical
communication, which includes good knowledge of
the language of the profession (terms, concepts) and
involves the communication of specialists with non-
specialists, implements the interaction of teachers
with colleagues, students and their parents around
issues related to training and education.
It is believed that the actual skills of pedagogical
(verbal) communication are associated with the
following:
A. By carrying out a communicative attack, in other
words, attracting attention to oneself in four ways,
namely:
—
speech (verbal address to students);
—
pauses
in
speech
with
active
internal
communication (demand for attention);
- hanging visual aids, tables, writing on the board, etc.
(using the sign-motor option);
- a mixed version, including elements of the three
previous ones.
B. Establishing psychological contact with the
audience, facilitating the effective transmission and
perception of information, is manifested in the
teacher’s skills:
—
create an environment of collective search and joint
creative activity;
-
to arouse the students’ mood to communicate with
the teacher and the subject he teaches.
C. Management of communication in the pedagogical
process, which involves acting organically and
consistently in a public setting, that is, the ability to
communicate in public. This group of skills includes the
following skills:
—
organize creative activities together with students;
—
purposefully support communication by introducing
elements of conversation and rhetorical questions;
- distribute and maintain attention;
- choose the most appropriate method of behavior and
communication in relation to the class and individual
students, which would prepare them for the
perception of information, remove the psychological
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barrier, and bring the student closer to the teacher; -
analyze the actions of students, see behind them the
motives that guide them, determine their behavior in
various situations;
- create an experience of emotional experiences for
students, ensure an atmosphere of well-being in the
classroom.
D. Establishing emotional feedback in the process of
communication, which in turn is achieved (manifested)
by the following skills:
- capture the general psychological mood of the class
by the behavior of students, their eyes and faces;
- feel the moment of change in emotional states when
communicating with students in the class;
- timely see the exclusion of individual students from
general activities and, as far as possible, include them
in activities again. Considering communicative
competence as a factor in the professional activity of a
teacher, it is necessary to indicate the importance of
the cognitive component in the structure of
communicative competence. The following signs
indicate this: the severity of observation, insight,
stability of attention in relation to other people and
oneself; the ability to analyze individual characteristics
of a communication partner; knowledge of the
peculiarities of the emergence and functioning of the
effects of interpersonal perception; knowledge of the
patterns of understanding by participants of
communication of each other; the ability to transform
the sensory into the conscious; preparedness in the use
of psychodiagnostic tools and methods of analysis;
modeling
abilities
through
social
perception;
determining the mental states of the interlocutor;
selection of a method of communication adequate to
the mental state of the interlocutor; knowledge of the
mechanisms of self-knowledge and self-esteem; the
ability to model one’s own goals, values and ideals;
curiosity.
As one of the most significant indicators of the
development of communicative competence as a
factor in the professional activity of a teacher, we can
highlight such a feature as the development of
functional mechanisms of the emotional component.
This can be judged by the following indicators:
knowledge of basic emotional states, their external
expressions and the ability to record them in the
process of communication both in other people and in
oneself; maturity of the level of social-perceptual skills
(empathy); receptivity of oneself and others in the
process of communication; emotional responsiveness;
emotional sensitivity to another.
Summarizing
the
considered
positions
and
interpretations, it seems important to structure the
algorithm of communicative competence and its most
important aspects:
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OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
1) value-orientation stage;
2) diagnostic stage (methods for diagnosing
communicative competence);
3) theoretical-cognitive stage;
4) orientation-prognostic stage (orientation in objects
of communication, creation of predictive models of
interaction);
5) the stage of subject-subject interaction based on
communicative competence;
6) stage of individualization of communicative
competence;
7) stage of communicative correlation and its
verification.
In this regard, communicative competence is a
complex, multi-level process that is formed and
activated in conditions of direct human interaction and
is a professionally significant factor in a
teacher’s
activity.
Thus, since the main thing in the art of pedagogy is the
art of interaction between teacher and student,
education can be considered as personality-centered,
aimed at nurturing the individual in the spiritual and
moral interaction of mentor and student. The process
of exchanging humanistic values can only be realized in
the process of intensive communication between
teacher and student, the effectiveness of which largely
depends on the professional competence of the
teacher and, in particular, on his communicative
competence, the process of improving which cannot
be separated from the overall development of the
individual. The means of regulating communicative
acts are an integral part of human culture; their
appropriation and enrichment occurs according to the
same laws as the development and enhancement of
cultural heritage as a whole.
At the same time, professional communication is the
core of a teacher’s communicative competence; it
always presupposes community, similarity, a mutual
desire to understand and accept the other, not only to
rationally measure and react, but to empathize
emotionally.
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