Communicative Component of Future Teachers’ Readiness for Organizing Online Communication
The research objectives are as follows: to examine the communicative component of future teachers’ readiness for organizing online communication and to identify pedagogical conditions of organizing students’ activity to acquire this competence. The article analyses the structure of the communicative component of future teachers’ readiness for organizing online communication, describes the methodology to develop this type of readiness, considers the possibility of organizing academic disciplines into blocks taking into account their potential for developing students’ communicative competence and network communicative competence. The author identifies pedagogical conditions for organizing students’ activity that involves educational material preparation, projection of communicative situations, choice of educational technologies, evaluating the pedagogical potential of electronic resources, planning on the stages of communicative activity in electronic informational-educational environment. Scientific originality of the paper lies in the fact that, contrary to previous studies focused on describing the system of future teachers’ training under the conditions of contact interaction of educational process participants, the article identifies the structure of the communicative component of future teachers’ readiness for organizing online communication, reveals pedagogical conditions that should be taken into account when organizing students’ activity to acquire communicative competences. The conducted research allows concluding that the communicative component of future teachers’ readiness for organizing online communication is based on the network communicative competence formed in the process of planning and accompanying students’ activity, taking into account pedagogical conditions.