SCIENTIFIC AND PEDAGOGICAL SUBSTANTIATION OF THE RESULTS OF DIAGNOSING THE COMMUNICATIVE COMPETENCE OF UNIVERSITY TEACHERS

Higher education is an institution for the development of society, the region, the country and their social stability, therefore it is necessary to assess the competence of all participants in the educational process. The actor directly involved in this process is the teaching staff. The aim of the article is to scientifically and pedagogically substantiate the results of diagnostics of communicative competence of higher school teachers, which is necessary to achieve quality pedagogical practice, which will allow both to implement education ahead of reality through independence, freedom in educational and research activity of teachers themselves, and to discover interest, motivation to knowledge in the subject area in students. During the study analytical study of psycho-pedagogical and sociological information, as well as survey methods and self-diagnostics were used, which allowed to determine the indicators of teachers’ communicative competence evaluation, namely: mastery of knowledge transmission technique, implementation of professional communication methods in real and informational environment, design of communication mechanism, mastery of intercultural, technological, professional, educational communications. The experiment was conducted in Kazan National Research Technological University. During of the experiment, a survey of students and professors was carried out to determine the most significant indicators for assessing the professors’ communicative competence, as well as their ranking. A discrepancy was revealed within the determining of the significance of some indicators among students of different years and degree programs as well as teaching staff. Self-diagnostics of professors’ communicative competence indicators shows the need for continuous professional development and reflection. The most sensitive points are indicators related to design of a communication mechanism in the field of neoclassical and classical pedagogy It is noted that communicative competence plays a transuniversal role that allows one to manage one’s knowledge through metacognition.. The communicative competence of professors is now given special attention in the educational process, since it is a means of identifying many cognitive and psychological factors of personality development.

communicative competence, assessment indicators, university professors, scientific and pedagogical substantiation, educational process, self-diagnosis, communicative mechanism, professional communication, study communications, educational technologies, self-development

Bogoudinova R. Z., Tsareva E. E. Scientific and pedagogical substantiation of the results of diagnosing the communicative competence of university teachers. Business. Education. Law, 2021, no. 4, pp. 301—306. (In Russ.) DOI: 10.25683/VOLBI.2021.57.401.