Abstract
The article addresses the problem of the effectiveness of training future teachers in pedagogical communication. The author analyzes theoretical approaches to the concept of pedagogical communication, identifies the structural components of communicative competence, and considers the main forms, methods, and pedagogical conditions that ensure the effectiveness of communicative training. Special attention is paid to criteria for assessing the effectiveness of training, factors influencing its results, and recommendations for improving the system of communicative preparation in higher pedagogical education. The findings indicate that the systematic application of active and interactive methods — microteaching, video analysis, business games, situational tasks, and reflective workshops — substantially increases the communicative readiness of future teachers, particularly when combined with sustained reflective practice and supportive institutional conditions. The article is addressed to teachers of pedagogical higher educational institutions, methodologists, and researchers engaged in the problems of professional preparation of future teachers of primary classes and preschool institutions.
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