Zulpat A.Magomeddibirova - Chechen State Pedagogical University, Department of Education, Grozny, Russia
Isita V.Muskhanova - Chechen State Pedagogical University, Department of Education, Grozny, Russia
Petimat V.Dashkueva - Chechen State Pedagogical University, Department of Education, Grozny, Russia
Patimat A.Rasulova - Dagestan State Pedagogical University, Department of Theoretical Bases and Technologies of Primary Mathematical Education, Makhachkala, Russia
Marizha R.Selmurzaeva - Chechen State Pedagogical University, Department of Education, Grozny, Russia

Purpose of the study: The topicality of the given research is due to the modernization of the teachers’ social functions, the changing of the system of values that characterize the readiness to make decisions, the development of individuality and the thinking style of modern teachers, the increasing of the requirements for the training of future teachers in the Pedagogical University, the need for meaningfulness of professional self-determination and mastery of professional competencies. The purpose of the article is to identify the factors that contribute to the formation of communicative competence of future primary school teachers. Methodology: The leading method in the study of this problem was the monitoring of communicative competence, which allows the teacher to identify and compare changes in communication skills and abilities, which occurred in the control and experimental groups. Results: The article defines the content and structure of the concept "professional competence of the teacher"; communicative competence is presented as a key component of the high professional level of the teacher of primary education; the analysis of the structure of communicative competence, including such components as communicative knowledge, skills and abilities, as well as three levels of formation of communicative competence of primary school teachers; the meaning of the concept of pedagogical communication based on the analysis of different approaches to identifying the relationship of the concepts of "intercourse" and "communication»; it shows the efficiency of use of means and methods of formation of future primary teachers’ communicative competence, such as: modeling of role-playing games, discussions, a method of projects, methods of training of studying, cognitive behavioral therapy, humanistic traditions; it contains the program, that was developed, and training of the future primary teacher’s communicative competence that was realized; it proves that communicative competence demands the corresponding system of preparation, realization of system and integral approach in the educational process. Significant attention is paid to the formation of students ' motivation to develop a culture of communication, involvement of students in the process of speech communication and activities close to the conditions of the school, the use of dialogue forms. Applications of this study: The materials of the article are of practical value for University teachers, bachelors, masters, postgraduates for use in research and in the educational process, and can be used as the basis for the Programs of institutions of additional education. Novelty/Originality of this study: The novelty and originality of the research lies in the fact that it is the first development of the didactic component of the educational system of the University in terms of the formation of the future primary teacher’s communicative competence; it uses an integrative approach to learning, which allowed the most in-depth approach to the issues of interaction in society and the formation of the participants’ skills of interpersonal relations and culture of communication; it discloses the possibilities of the process of formation of communicative competence, which allow to establish pedagogically appropriate relations with the participants of the educational process, creating a favorable socio-psychological climate in the educational team.

education, formation, communicative competence, primary school teacher