THE ROLE OF PEDAGOGICAL RHETORIC IN DEVELOPING COMMUNICATIVE COMPETENCE OF FUTURE TEACHERS: THEORETICAL AND PRACTICAL APPROACH
DOI:
https://doi.org/10.47390/ydif-y2026v2i12/n31Keywords:
communicative competence; pedagogical rhetoric; future teachers; interactive methods; professional communication; teacher preparation methodology; Uzbekistan.Abstract
This article examines the role, potential, and methodological significance of Pedagogical Rhetoric in developing the communicative competence of future teachers. The study is grounded in a four-component structural model encompassing motivational-value, cognitive, operational, and reflective dimensions. Experimental results obtained from 187 students across three higher education institutions in Uzbekistan demonstrate that the application of interactive methods within the Pedagogical Rhetoric discipline leads to statistically significant improvements across all indicators of communicative competence (p < 0.001). The article presents practical recommendations for integrating rhetoric-based approaches into teacher preparation programmes and discusses implications for curriculum design in higher pedagogical education. The findings contribute both a theoretical framework and an evidence-based instructional methodology to the field of teacher communicative competence development.
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