У статті висвітлено концептуальну акме-орієнтовану модель формування комунікативної культури майбутніх освітніх консультантів. Обґрунтовано необхідність розроблення акме-орієнтованої моделі формування комунікативної культури освітніх консультантів відповідно до специфіки їхньої діяльності, вимог до професійної діяльності, визначених у державних стандартах. Охарактеризовано основні складники представленої моделі: мета, акмеологічний підхід, принципи, компоненти комунікативної культури, зміст підготовки, етапи формування комунікативної культури майбутніх освітніх консультантів, педагогічні умови, за яких процес формування комунікативної культури стане ефективнішим, форми та методи; критерії і показники, рівні сформованості, результат, структурні блоки.
The article focuses on the conceptual acme-oriented model of formation of the communicative culture of future educational
consultants. The educational standards, educational qualification characteristics, educational and professional programs, curricula,
and work curricula for individual disciplines were analyzed, which made it possible to establish their lack of orientation towards the
formation of a communicative culture of educational consultants. Consideration of the requirements for the professional activity of
future educational advisers identified in the educational qualification characteristic and educational-professional program indicates the close connection of the identified experts with communicative activities.
The necessity of developing an acme-oriented model of forming a communicative culture of educational consultants is grounded in accordance with the specifics of their activities, requirements for professional activity, defined in the state standards.
The main components of the presented model are described: purpose, acmeological approach, principles, components of
communicative culture, content of preparation, stages of formation of the communicative culture of future educational consultants, pedagogical conditions in which the process of formation of a communicative culture becomes more effective, forms and methods; criteria and indicators, levels of formation, result, structural blocks. Specificity of the created conceptual acme-oriented model of formation of the communicative culture of future educational consultants in the process of professional training is determined, first and foremost, systematically. The models, technologies, forms, methods presented in the model are not innovative and are quite often used in the educational process, but this happens not systematically, without the aim of forming a communicative culture. The implementation of the developed acme-oriented model and the implementation of scientific and methodological support for disciplines aimed at forming a communicative culture based on the principles of the acmeological approach can provide the process of forming a communicative culture of future educational consultants of purposeful, logical, consistent, productive character.
