MODEL OF INFORMATIONAL AND COMMUNICATIVE COMPETENCE OF EDUCATORS: METHODOLOGY, STRUCTURAL AND CONTENT COMPONENTS, EVALUATION CRITERIA // BSU bulletin. Education. Personality. Society. - 2021. №1. . - С. 17-39.

MODEL OF INFORMATIONAL AND COMMUNICATIVE COMPETENCE OF EDUCATORS: METHODOLOGY, STRUCTURAL AND CONTENT COMPONENTS, EVALUATION CRITERIA

DOI: 10.18101/2307-3330-2021-1-17-39 UDK: 37.022, 37.026

The article discusses the structural and content components of the concept of informational and communicative competence of educators, including the concept of competence in aspects that have not been covered previously. To study the problematic of this issue we have analyzed the most important documents for educators. We have revealed the following problems in this field, such as the lack of information on the grounds for structuring, formalizing and universalizing the requirements for informational and commu- nicative compe-tencies of educators, the lack of recommendations for lexical presentation of the formula-tions of competencies. The article gives specific proposals on a number of issues, and forms their methodological rationale; it also presents a list of key informational and communicative competencies and a model for assessing the informational and commu- nicative competence of educators.

competence; key informational and communicative competencies of educators; model of informational and communicative competence of educators; professional standard "Educator"; pedagogical technologies; methodology.