METHODOLOGICAL POTENTIAL OF RHETORICAL EXERCISES IN THE PROFESSIONAL DEVELOPMENT OF FUTURE PRIMARY SCHOOL TEACHERS

Abstract

The article reveals the methodological potential of rhetorical exercises in the professional training of future primary school teachers. It emphasizes that in modern educational practice, rhetorical training lacks a coherent and systematically structured concept. Its elements are often scattered across different academic disciplines and are typically perceived as auxiliary rather than essential, which significantly reduces the effectiveness of forming professionally relevant communicative skills. However, in the context of the evolving role of the teacher within the New Ukrainian School, rhetorical competence has gained the status of an integral component of a teacher’s professional culture. The study outlines the role and significance of rhetorical exercises and tasks in developing communicative competence among future primary school teachers. It substantiates the need for a systematic approach to rhetorical training in pedagogy and presents an original system of rhetorical exercises in the Ukrainian language tailored to the needs of undergraduate students specializing in Primary Education. The proposed system of innovative exercises and tasks aims to help students acquire basic rhetorical knowledge, develop speech proficiency, cultivate critical thinking, master argumentation techniques, conduct dialogue, deliver public speeches, and engage in pedagogical persuasion. The article highlights the importance of combining the theoretical foundations of rhetoric with their practical application in a teacher’s professional activity. The conclusion emphasizes the relevance and effectiveness of purposefully implementing rhetorical exercises as a means of developing communicative competence, socio-psychological adaptability, and pedagogical mastery among future specialists in primary education.