THE ROLE OF THE TEACHER IN DEVELOPING COMMUNICATIVE COMPETENCE OF PRIMARY SCHOOL STUDENTS: MODERN STRATEGIES AND PARTNERSHIP PEDAGOGY

Abstract

The article highlights the role of the teacher as a key figure in the formation of communicative competence among primary school pupils in the context of the transformation of modern primary education. It is emphasized that communicative competence is a crucial prerequisite for successful learning, socialization, and personal development of learners, as it integrates speech, social, and emotional-regulatory skills essential for effective interaction at different levels of communication. It is stressed that the teacher’s professional position constitutes a leading factor in the development of communicative abilities: the teacher shapes the style of speech interaction in the classroom, ensures psychological safety and support, models dialogic situations, and stimulates pupils’ initiative in expressing their own opinions. The study demonstrates that effective formation of communicative competence is possible only under the condition of systematic implementation of modern pedagogical strategies, in particular interactive learning, dialogic-communicative technologies, role-playing and speech games, storytelling, project-based and cooperative activities, which are aimed at creating an environment of active speech practice. These strategies ensure the deployment of authentic communication situations in which the child learns to argue a position, express emotions and thoughts, negotiate, plan joint actions, and take responsibility for the results of group work. Particular attention is drawn to partnership pedagogy as a conceptual basis for organizing communication in primary school, grounded in mutual respect, trust, acceptance, voluntariness, and equality of participants in the educational process. It is substantiated that the teacher’s partnership role promotes pupils’ confidence in their own speech, initiative, the ability to listen and hear the interlocutor, conduct constructive negotiations, establish interaction, and overcome communication barriers. It is proven that the development of communicative competence requires continuous implementation of diverse and systematic practices based on dialogue, cooperation, and co-creation, which gradually foster an internal need for communication rather than mere reproductive speech actions. The obtained findings provide a basis for further research aimed at improving pedagogical technologies, refining diagnostic tools for assessing communicative competence, and enhancing methodological support for the development of communication among primary school pupils.