DEVELOPMENT OF COMMUNICATIVE SKILLS IN FUTURE TEACHERS AS A PEDAGOGICAL PROBLEM

Аннотация

In this article, the issues of communicative competence, the development of professional competence of future teachers, the unity of the three interrelated communicative, interactive and perceptual components in communication, the teacher's professional communicative competence, communicative self-improvement, higher pedagogy training sessions. Keywords:communicativecompetence, futureteacher, communication, highereducation Developing the professional competence of future teachers is currently one of the most pressing issues. In Uzbekistan’s educational institutions, normative frameworks have been established to foster the communicative competence of future educators, enabling effective interaction mechanisms with student communities, parents, and colleagues. The formation of professional competence in future teachers holds a distinct place among the complex challenges of teacher preparation. This issue has become particularly evident in the current phase of educational modernization reforms, where adapting to professional pedagogical activities is increasingly prominent. The development of future teachers’ professional competence is enriched through practical, psychological, methodological, and research- oriented approaches. Diagnosing professional competence requires incorporating diagnostic, communicative, managerial, and projective learning groups as essential characteristics of professional formation. The cognitive activity of a teacher is largely defined by the complexity, dynamism, and non-standard nature of the phenomena being studied, the influence of boundaries distinguishing social phenomena, and the search for them amidst uncertainty. This necessitates skills in observation and modeling the inner world of the interlocutor. The Action Strategy for the Further Development of theRepublic of Uzbekistan, outlined by the President of Uzbekistan, emphasizes priority tasks such as “continuously improving the quality and level of professional skills of pedagogical staff” [1]. This creates conditions for enhancing the level of professional communication in social processes. Key legislative documents, including Presidential Decree No. PF-4947 dated February 7, 2017, on the“Action Strategy for the Further Development ofthe Republic of Uzbekistan,”Decree No. PQ-2909 dated April 20, 2017, on “Measures to Further Develop the Higher Education System,” and Decree No. PQ-3775 dated June 5, 2018, on “Enhancing the Quality of Education in Higher Education Institutions and Ensuring Their Active Participation in Comprehensive Reforms” [2, 3], along with other normative-legal acts, serve to implement thesetasks [4]. The development of future teachers’ professional competence has been explored in the works of Uzbek researchers such as B.S. Abdullaeva, A.A. Abduqodirov, G. Abduraimova, Sh. Abduraimov, B.R. Adizov, N.N. Azizxodjaeva, S. Bazarova, U.Sh. Begimqulov, R.H. Djuraev, R.G. Isyanov, Sh.Q. Mardonov, A. Maxmudov, D. page961 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue05,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai Mamatov, N.A. Muslimov, O. Musurmonova, U.N. Nishonaliev, S. Nishonova, N. Ortiqov, M. Ochilov, B.X. Rahimov, O’.Q. Tolipov, O. To’raqulov, U. To’raqulov, D. Sharipova, Sh.S. Sharipov, A.A. Xalikov, N.G’. Egamberdieva, and M. Qodirov. Researchers from the Commonwealth of Independent States, including L.S. Vygotsky, P.Ya. Galperin, V.V. Davydov, N.V. Kuzmina, Ye.N. Linov, I.Ya. Lerner, A.K. Markova, N.D. Nikandrov, and S.L. Rubinshteyn, have studied the psychological aspects ofdeveloping teachers’professional skills.In European countries, issues related to the development of teachers’ communicative competence have been investigated by scholars such as M. Buber, L. Botcheva, R. Boyatzis, F. Delamare, A. Disterweg, J. Dewey, A. Maslow, Jean Piaget, and K. Jaspers. In the modern era, pedagogical perspectives on human worldview are being fundamentally reconsidered, the social status of individuals is changing, and the education and upbringing of the younger generation are being reevaluated, leading to transformations in the relationships among the subjects of these processes [5]. The humanistic aspects of the relationship between educators and learners are grounded in Immanuel Kant’s categorical imperative, which asserts that every individual should be treated as an end in themselves, not merely as a means toothers’ goals. Organizing pedagogical communication cannot solely rely on pedagogical goals and objectives, though these naturally form the basis of the activity. In such communication, the teacher’s tendency to express only their own demands leads to a one-sided interaction. Instead of imposing their own demands, teachers should engage in dialogue by considering children’s interests and aspirations, ensuring that the child’s world and interests align with pedagogical objectives. A triadic approach t