INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1214
COMMUNICATIVE AND PROFESSIONAL COMPETENCE OF A TEACHER:
CONCEPT, DEVELOPMENT, AND SIGNIFICANCE
Djabbaryova Etibor Saifullaevna
Samarkand Campus University of Economics and Pedagogy
Keywords:
communicative competence, professional competence, teacher, pedagogical activity,
interpersonal skills, emotional competence, speech skills, teacher-student interaction,
educational process, competence development, educational psychology.
Abstract:
This article explores the concept, development, and significance of communicative
and professional competence in teachers. It examines the essential communicative qualities that
educators must possess to interact effectively with students, colleagues, and parents,
highlighting skills such as speech proficiency, emotional awareness, and interpersonal abilities.
The paper traces the historical development of communicative competence from the early 20th
century to the present day, reflecting the evolution of communication theories in pedagogy.
Various approaches to developing communicative competence are reviewed, including
cognitive, psycho-emotional, and sociocultural perspectives. The study also outlines key
components of professional competence, such as subject knowledge, methodological expertise,
diagnostic abilities, and interpersonal skills essential for effective teaching. Methods of
assessing communicative competence—both self-assessment and external evaluation—are
discussed. Ultimately, the article underscores the importance of communicative competence in
creating a positive educational environment and fostering strong teacher-student relationships.
Introduction
Modern educational processes require teachers not only to possess deep subject
knowledge but also to develop specific personal and communicative qualities. Communicative
competence is one of the most critical aspects of a teacher’s professional activity. It includes the
ability to interact effectively with students, colleagues, parents, and other participants in the
educational process. This competence goes beyond clear and accessible delivery of material; it
also encompasses the ability to establish rapport and maintain an atmosphere of mutual respect
and understanding.
This article analyzes teachers' communicative competence and the professional qualities
it encompasses. It reviews fundamental approaches and evaluation criteria, the historical
development of this concept in pedagogy, and its significance for effective functioning of
educational institutions.
1. The Concept of Communicative Competence
Communicative competence refers to a combination of knowledge, skills, and abilities
required for effective interaction in diverse communicative situations. In the pedagogical
context, it involves not only the ability to present material clearly but also to engage in
meaningful communication with all educational stakeholders.
Key components of communicative competence include:
Speech and language skills – the ability to articulate thoughts clearly and accurately.
Emotional competence – the capacity to recognize others’ emotions and express one’s
own appropriately.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1215
Interpersonal skills – the ability to form constructive relationships within the educational
environment.
Listening and comprehension – the ability to attentively process information and
respond accordingly.
Thus, communicative competence is a multifaceted and dynamic quality that integrates
both professional and personal dimensions.
2. Historical Development of Communicative Competence in Education
The study of communicative competence as a socio-psychological phenomenon began
in the second half of the 20th century, driven by the growing need to explore human interaction
in education. Researchers increasingly emphasized the role of communication in effective
teaching and learning.
Key historical stages include:
Initial stage (late 19th–early 20th century): Focus on language as a medium of
instruction with limited attention to communication.
Middle stage (mid-20th century): Emergence of pedagogical psychology and the study
of psychosocial teacher-student interaction.
Modern stage (late 20th–early 21st century): The development of comprehensive
communication theories in pedagogy and the recognition of communicative competence as vital
to educational success.
3. Approaches to the Development of Communicative Competence
Several theoretical perspectives inform how communicative competence is understood
and developed in teachers:
Cognitive-communicative approach: Focuses on the knowledge and strategies necessary
for effective communication, emphasizing the teacher's understanding of communication
psychology.
Psycho-emotional approach: Highlights the teacher’s emotional intelligence, empathy,
and ability to manage emotional dynamics in the classroom.
Sociocultural approach: Stresses the importance of cultural awareness and the ability to
interact across diverse social and cultural contexts.
Each of these approaches underscores the complexity of communication in educational
settings and the need for teachers to develop nuanced and adaptive skills.
4. Professional Competence of a Teacher
Professional competence comprises the knowledge, skills, and personal qualities
required for effective teaching. The main components include:
Subject competence: Mastery of the subject matter and the ability to present it clearly.
Methodological competence: The capacity to apply diverse teaching methods tailored to
students' needs.
Diagnostic competence: The ability to assess students' learning profiles and adapt
instruction accordingly.
Interpersonal competence: Skills for establishing effective relationships with students,
parents, colleagues, and administrators.
Teachers must also cultivate personal attributes such as empathy, tolerance, self-
confidence, resilience, self-analysis, and self-regulation.
5. Evaluation Criteria and Methods for Communicative Competence
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1216
The assessment of communicative competence includes several key criteria:
Level of communication: The teacher’s ability to maintain effective dialogue with
various stakeholders.
Speech proficiency: Clarity and correctness in verbal expression.
Emotional maturity: The teacher’s ability to recognize and appropriately respond to
others’ emotions.
Interpersonal relationships: The quality of connections with colleagues, students, and
parents.
Assessment methods include self-assessment, peer review, classroom observations, and
feedback analysis, enabling both formative and summative evaluations of communicative
effectiveness.
Conclusion
Communicative competence is a vital aspect of a teacher’s professional identity. It
significantly influences the quality of teaching, the atmosphere of the learning environment, and
the depth of teacher-student relationships. Developing this competence requires an integrated
approach combining theoretical understanding with practical experience.
In contemporary education, a teacher’s success is not determined solely by subject
knowledge but also by their ability to communicate, empathize, and adapt to diverse
educational contexts. A comprehensive strategy that includes motivation, emotional
engagement, pedagogical innovation, and cultural sensitivity ensures that communicative and
professional competencies are fully realized and sustained throughout a teacher’s career.
Список литературы:
1. Волкова, Т. А. Педагогическая коммуникация. — М.: Академия, 2004.
2. Гончарова, Н. И. Педагогика и психология общения. — СПб.: Речь, 2009.
3. Егорова, М. В. Психология общения и педагогическая коммуникация. — М.:
Издательство "Высшая школа", 2010.
4. Зимняя, И. А. Педагогическая психология: Учебник. — М.: Просвещение, 2012.
5. Леонтьев, А. А. Психология общения. — М.: Издательство "МГУ", 2003.
6. Мещерякова, И. В. Профессиональная компетентность педагога: развитие и
диагностика. — М.: Издательство РАГС, 2016.
7. Петрова, О. Н. Психология педагогической деятельности. — М.: Издательство "МГУ",
2011.
8. Рубинштейн, С. Л. Основы психологии общения. — М.: Издательство "МГУ", 2001.
9. Шиян, И. П. Теория и практика педагогической деятельности. — М.: Издательство
"Просвещение", 2006.
10. Якиманская, И. П. Коммуникативная компетентность педагога. — М.: Издательство
"Педагогика", 2008.
