London Metropolitan University Research Institutes

Teacher’s socially-communicative competence qualities - promoters of professional innovative activities

Author(s) Vidnere, M. & Rone, S.  
Publisher London: CiCe  
Year 2014  
Editor P. Cunningham & N. Fretwell (eds.) Innovative Practice and Research Trends in Identity, Citizenship and Education  
Age group -  
The research is linked to efficiency of teacher performance which creates a need to find original solutions to the problem of identifying and promoting professional competences and to select behavioural models promoting social-communicative competence. The current research presents various structures of the communicative competence. Social-communicative competence is viewed as the basic, key competence of the teacher’s professional activity. The research sample consisted of 110 teachers from two gymnasiums and two secondary schools, 59.2% from schools where primary study language is Latvian and 48.8% from schools where primary study language is Russian. An outcome from the research was recommendations for the development of teacher social-communicative competences and improvement of teacher social status in society.

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