Content, Components And Pedagogical Conditions For Developing Pedagogical Communication Competence In Future English Language Teachers

Abstract

The article examines the theoretical and pedagogical foundations, content, structural components, and pedagogical conditions for developing pedagogical communication competence in future English language teachers. The study is theoretical and conceptual in nature and is based on comparative and content analysis of research on pedagogical communication, communicative competence, teacher professional knowledge, reflective practice, and preservice teacher education. As a result, an authorial definition of pedagogical communication competence of future English language teachers is proposed, and its motivational-value, cognitive, communicativeactivity, and reflective-evaluative components are substantiated. The study identifies several pedagogical conditions for its effective development: modelling professionally relevant pedagogical situations, integrating theory with teaching practice, organizing interactive communication activities, providing systematic feedback and reflection, and incorporating digital and intercultural communication experiences into teacher preparation. A four-stage developmental sequence consisting of diagnostic-motivational, cognitive-design, practical-communicative, and reflective-corrective stages is proposed. The findings may serve as a theoretical basis for improving the professional preparation of future English language teachers and for developing diagnostic criteria and teaching technologies aimed at pedagogical communication competence.