Pedagogical competencies functioning development of social competencies of students

In this paper, we are presenting results of the theoretical analysis of mutual conditioning of pedagogical communication and social competencies of students with special review on the ways in which ways influence the social competencies of students. The research keeps pace with the new comprehension of the process of education, which transcedentaly-philospohically only in the second half of the 20th century started to be treated as 'communication' between teachers and students. Initiating and managing this kind of research are significant for clear conceptualisation of social skills and social competency, because teaching is based on the forms of social interaction and pedagogical effects (value systems, attitudes, interests...), depend on social experience of students. Theoretical analysis proved significant features of pedagogical communication: conditioning with the system of pedagogical work, professional creating and programming its currents and outcomes by the pedagogues, high level of interaction and possibilities of mutual interests, openness, interpersonally, active listening, understanding, exhibiting of emotions, empathy. Pedagogically formulated and realised communication represents the frame for development of communication competencies of students which are multi-dimensional and connected to other competencies and aspects of their personalities. Development of communication competencies of students is not the only and main aim, but their development represents at the same time the basis for development other abilities which are connected to communication competencies and which are chained to them: professional, work, action, social, creative, intellectual... Development of social competencies of students always means that she/he has created (mastered) communication competencies, because without them, he could not be affirmed within social environment. The school is expected to adjust way of work with students to new needs, so that from many individual and social abilities (potentials) some segments could be developed such as capacities for social achievements, i.e. social competency.