Assessment of the Effectiveness of Pedagogical Technologies in Developing Communicative Skills of Future Elementary School Teachers

Abstract

Abstract: This paper is dedicated to assessing the effectiveness of pedagogical technologies in the process of cultivating communicative skills in future primary school teachers. The work explores the relevance of utilizing contemporary pedagogical methods for the development of communicative competence in prospective primary school educators. The authors meticulously analyze the component structure of communicative skills and identify key aspects of their effective formation. The article presents research findings, including an analysis of the impact of pedagogical technologies on the development of communicative skills in future primary school teachers. The conclusions drawn allow for insights into the effectiveness of specific pedagogical strategies in the context of shaping communicative competence in future primary school teachers.

The article addresses the issue of developing communicative competence as a vital professional value for contemporary primary school teachers. The study aims to examine conceptual pedagogical principles and components that shape the process of developing communicative competence in future primary school teachers. One of the tasks of the research was to conduct a pilot study to determine the level of understanding among future primary school teachers of the phenomenon of "communicative competence" and its significance for their subsequent professional activities. The organized research was based on theoretical (study, analysis, systematization, and generalization of scientific, pedagogical, psychological, and methodological literature on the researched problem) and empirical (diagnostic assessment, surveys, monitoring, and pedagogical experiment) methods. Concepts such as "competence," "competency," "communicative competence," and "communicative competence of the future primary school teacher" are disclosed. The place of communicative competence in the system of overall professional competence of primary school teachers is defined. The identified problem of developing communicative competence is presented as a significant professional value for modern primary school teachers. The structure of this competence in primary school teachers, including its components, is revealed. Sources and pedagogical principles underlying the formation of communicative competence in future primary school teachers are outlined. The results of the survey of future primary school teachers regarding their understanding of the essence and necessity of developing communicative competence during their professional training in Ukrainian higher education institutions are provided.