MECHANISMS INFLUENCING THE EFFECTIVENESS OF DEVELOPING FUTURE TEACHERS' COMMUNICATIVE COMPETENCE BASED ON A REFLEXIVE APPROACH

This article examines the structural and functional components of developing communicative competence in future teachers through a reflexive approach. Modern higher pedagogical education requires shifting from traditional knowledge-accumulation models to integrative, self-aware professional training. The study systemically analyzes the psychological and pedagogical essence of "communicative competence" and "reflexive approach," establishing their core interconnections. Through empirical diagnostics and pedagogical experiments, the baseline levels of communicative culture among future educators are evaluated. The article identifies and substantiates the psychological-pedagogical mechanisms—specifically self-observation, identification, empathy, and feedback—that function within a teacher's communication system. The results demonstrate that incorporating structural reflexive practices into pedagogical training substantially enhances communication adaptability, conflict resolution, and relational awareness.