THE ROLE OF PEDAGOGICAL COMMUNICATION IN THE PROFESSIONAL DEVELOPMENT OF FUTURE TEACHERS

Abstract

The aim of this study is to examine the role of pedagogical communication in the professional development of future teachers. In recent decades, there has been growing interest in this aspect of the educational process, as it influences the formation of professional competencies and the development of students' personal qualities. A questionnaire method was used to gather data on how pedagogical communication is perceived by students in teacher training programs. The questionnaire, titled “Pedagogical Communication Through the Eyes of Students,” consisted of eight questions aimed at identifying students’ attitudes toward communication with teachers and peers, as well as the impact of these interactions on their professional development. A total of 50 students participated in the study, and the results were presented in the form of tables and diagrams for clarity. Data analysis revealed that the majority of students (92%) consider communication with teachers an important aspect of the learning process, while 88% noted that communication in the academic environment positively influences their confidence in their future profession. Despite these positive assessments, 40% of respondents reported difficulties in group communication, highlighting the need to develop interpersonal skills. Moreover, 69% of students regularly receive feedback from teachers, which contributes to their motivation and professional self-determination. However, nearly one-third of respondents indicated a lack of sufficient feedback, pointing to room for improvement in teaching strategies. This study emphasizes the importance of pedagogical communication as a key factor in the professional development of future educators. The findings confirm the need for creating an open and trusting educational environment, along with a focus on developing emotional intelligence and interpersonal skills. The data obtained may be useful for developing methods aimed at improving the educational environment and enhancing the quality of teacher training, as well as for further research in this field.