Abstract:

Modern requirements of future experts in the field of agriculture involve acquiring both theoretical and practical aspects of a future job. Good graduates must also be ready for professional and business communication activities; therefore, much attention should be paid to the formation of skills and abilities for further use at the workplace and communicative competencies within professional communicative competence, which is traditionally regarded as part of the professional competence of employees. The problem of the formation of professional communicative competence is solved to the greatest extent by means of the implementation of personality-centered education. Future experts in agriculture should take into account the fact that professional communicative competence can be improved in the process of self-development based on personal activities, and competence in its turn must be tested by autocompetition. So, professional communicative competence of a future agronomist primarily depends on the personality of the expert. Theoretical justification and analysis have enabled us to formulate a definition of the formation of professional communicative competence of future experts in the field of agriculture. By this definition, it is a process of establishing an integrative quality of a future agrarian, expressed by readiness and ability to implement professional communication and realize a professional communication strategy.