Anna Chistobaeva

At present, regarding the "Teacher’s Professional Standard" coming into force, the problem of the teacher’s integrative-holistic characteristics formation is one of the main issue in modern higher education, which declares the competence orientation. The purpose of this article is to analyze the theoretical and practical study of the problem of competencies forming in the professional communication sphere of future teachers, as well as the revealing the possibilities of an integrative-holistic approach using as a methodological orientation and methodological regulation in the process of competencies forming. The article analyzes the views of domestic and foreign researchers on the problem of teacher’s professional competence forming. A variety of teacher’s communicative competence forming aspects has been analyzed. The author explains her view on the necessity of combining separate communicative and verbal knowledge, abilities, skills, specified in the standard, into a single whole, into " professional communication sphere competencies ". The search for the optimal methodological approach ensuring the effectiveness of future teachers training for professional communication is substantiated. The integrative-holistic approach considered in the article is believed to contribute to the problem solving. Based on the theoretical analysis of domestic and foreign research, the essence of the "integrative-holistic approach" as a system-forming concept is revealed. The main structural components are substantiated, the presence of which determines the originality of integrative-holistic approach genesis. The results of the experimental research made it possible to bring the possibilities of using an integrative-holistic approach in the training of future teachers for professional communication. The essence of the competencies forming process in the sphere of future teachers’ professional communication is revealed on the basis of the integrative-holistic approach. The results and conclusions of the research broaden knowledge of the integrative-holistic approach methodological potential and are aimed at improving the educational process in the context of competence and communicative education.