Pedagogical conditions for the formation of communicative competence of future history teachers in the process of professional training

Abstract

Contemporary transformations in the educational space, the influence of digitalization, the development of an open society, and new communicative technologies highlight the problem of forming communicative competence as a key component of the professional training of future teachers. This issue is of particular importance in the preparation of teachers in the social and humanitarian fields, especially future history teachers, as effective use of historical facts, sources, controversies, and concepts requires advanced communication, argumentation, and professional dialogue skills. The study aims to identify and scientifically substantiate the pedagogical conditions that ensure the effective formation of communicative competence in future history teachers during their professional training. Research methods: comparative-historical analysis of educational practices, pedagogical observation, surveys, and pedagogical experiments in higher education institutions. Special attention was paid to teaching methods that correspond to the specifics of historical science, particularly the application of discussion technologies, historical source analysis, role-play, and project activities aimed at developing students' argumentative and dialogical skills. The results of the study showed that the key pedagogical conditions for forming communicative competence in future history teachers are: a purposeful combination of content and process components in teaching; the implementation of interactive methods that model social sciences discourse; ensuring interdisciplinary integration; and the formation of reflective practices of communicative activities. Conclusions.  The system of pedagogical conditions developed within the framework of the study ensures a purposeful influence on the professional growth of future history teachers by creating a favorable educational environment for the development of communicative competence. It contributes to the activation of students' intrinsic motivation, the formation of their readiness for effective pedagogical interaction, and the ability to perform professional functions in conditions of dialogue and partnership. The proposed approach ensures consistency and systematicity in the development of communicative qualities necessary for the successful implementation of educational activities in modern conditions.