PROFESSIONAL COMMUNICATIVE COMPETENCE OF SCIENTIFIC AND PEDAGOGICAL WORKERS: VECTORS OF IMPROVEMENT

Abstract

The article studies relevant vectors for improving the professional communicative competence of scientific and pedagogical workers, taking into account the structure of this competence and the specifics of the modern educational and scientific environment. In the course of the study, the system-based structural method and the descriptive method were used to elucidate general scientific principles. The theoretical methods of analysis, synthesis, generalization, and concretization were applied to determine the structure of the professional communicative competence, as well as to justify the need for improvement of each of its components. The method of mathematical processing of results was applied at the stage of quantitatively determining the need to improve the components of the communicative competence among scientific and pedagogical workers. Visual methods were used to illustrate the structural approach to the process of improving the professional communicative competence, graphically represent the quantitative results of the study, and organize the forms and results of the implementation of the components of teachers’ communicative competence into tables. It has been demonstrated that the requirements for the level of teachers’ professional communicative competence are independent of their subject specialization. Emphasis is placed on the need to identify relevant vectors for the self-education and non-formal education of scientific and pedagogical staff, aimed at developing skills in oral and written self-presentation, producing high-quality scientific texts, and implementing synchronous and asynchronous remote communication in a professional environment, taking into account contemporary educational challenges. The necessity of applying a structural approach to improving the professional communicative competence of teachers across three sections – scientific, practical, and reflective – is substantiated. The authors formulate a definition of the concept of “professional communicative competence of scientific and pedagogical workers,” and within its structure, five components are identified: linguistic, pragmatic, sociolinguistic, activityinstrumental, and cognitive-motivational. The paper describes a system of work aimed at the targeted improvement of all of the components of teachers’ professional communicative competence, with a focus on achieving specific results.