Theoretical Foundations for Developing Pedagogical Communication Competence in Future Teachers

This study conceptualizes pedagogical communication competence as a core component of teacher professionalism and provides an integrative theoretical foundation for its systematic development in future teacher education. Although communication is often treated as an implicit by-product of teaching practice, contemporary classrooms require deliberate mastery of interactional, pragmatic, and socio-emotional resources that enable teachers to manage learning, build relationships, and sustain inclusive participation. The paper employs a conceptual-analytical methodology and synthesizes key perspectives from sociocultural theory, activity theory, communicative-pragmatic approaches, dialogism, social learning theory, and competence-based education. The results propose a coherent model in which pedagogical communication competence is understood as a dynamic configuration of knowledge, skills, values, and self-regulation capacities realized through teacher talk, classroom discourse management, and ethically grounded interaction. The discussion argues that effective development depends on aligning theoretical constructs with training design, including reflective practice, guided microteaching, discourse-based feedback, and progressive practice in authentic settings. The conclusion emphasizes that theoretically informed communication training improves instructional clarity, classroom climate, learner agency, and professional identity formation.

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