Reflexive-digital practices for developing the communicative competence of future teachers: a pedagogical experiment and its results

Abstract

The relevance of the topic stems from the need for modern education to train future teachers with a high level of communicative competence, able to interact effectively with students and colleagues. The purpose of the study is to assess the effectiveness of digital reflective practices –electronic portfolio, video reflection and microblogs – in the formation of professional communicative competence of applicants for pedagogical education and their impact on the development of awareness and emotional stability in pedagogical interaction. Methods. The study used a set of methods: analysis of modern scientific approaches to digital reflection; pedagogical observation; questionnaires; content analysis of digital materials; student self-assessment; and comparison of the results of the control and experimental groups. The research tools allowed us to trace the influence of individual digital practices and their combination on the dynamics of the development of communicative and reflective skills. Results. It was found that the systematic use of an electronic portfolio, video reflections, and microblogging significantly enhances studentsʼ ability to analyze their own pedagogical actions consciously, improves professional communication skills, and helps stabilize their emotional state during interactions with participants in the educational process. It was shown that the experimental group demonstrated a higher level of reflexivity, better ability to formulate feedback and greater confidence in pedagogical situations. The most effective was the integrated use of three main digital tools, which created a synergistic effect in developing a professional communicative culture. The conclusion found that reflective-digital practices should be considered an effective means of developing key components of future teachersʼ communicative competence. The combination of an electronic portfolio, a video reflection, and a microblog promotes studentsʼ transition from superficial self-assessment to deep, conscious reflection, improves emotional self-regulation, and increases the quality of pedagogical interaction. The studyʼs results confirm the importance of integrating digital reflective technologies into teacher training programs to address the current challenges of 21st-century digital education.