PEDAGOGICAL COMMUNICATION AS THE BASIS OF PROFESSIONAL TRAINING OF FUTURE PRIMARY TEACHERS

Abstract

The article aims to analyse and specify the essence, structure, and characteristics of pedagogical communication as a key component of the professional training of future primary school teachers. The relevance of the study is determined by the need to develop pedagogical communication skills in future primary school teachers, which are essential for effective interaction with pupils, parents, and colleagues. The research methodology involved the use of analysis and synthesis, induction and deduction, generalisation and specification to clarify the essence, functions, and structural components of pedagogical communication, as well as to identify typical communicative difficulties in real interaction situations experienced by primary school teachers. The examination of documentation, the results of teaching practice, and observations made it possible to identify shortcomings in students’ preparation for pedagogical communication. The scientific novelty lies in a comprehensive analysis of the phenomenon of pedagogical communication among primary school teachers. The essence, structure, and functions of pedagogical communication are revealed in the context of the professional activity of future primary school teachers. The technology of pedagogical communication is specified, including a sequence of stages: forecasting, establishing contact, managing interaction, and analysing and evaluating its outcomes. The functions of pedagogical communication are disclosed in relation to the corresponding modes of teacher– pupil interaction. The study analyses the communicative difficulties encountered by students during teaching practice and proposes conditions and tools for preparing future teachers for pedagogical communication. The conclusions outline prospects for further research, which include analysing, developing, and testing conditions and technologies for forming pedagogical communication skills in future primary school teachers based on the principles of partnership pedagogy.