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.

Pedagogical communication competence, future teachers, teacher talk

Выготский Л. С. Мышление и речь. — М. : Лабиринт, 1999. — 352 с.

Леонтьев А. Н. Деятельность. Сознание. Личность. — М. : Политиздат, 1975. — 304 с.

Бахтин М. М. Проблема речевых жанров // Эстетика словесного творчества. — М. : Искусство, 1979. — С. 237–280.

Кан-Калик В. А. Учителю о педагогическом общении. — М. : Просвещение, 1987. — 190 с.

Зимняя И. А. Педагогическая психология. — М. : Логос, 2002. — 384 с.

Bandura A. Social Learning Theory. — Englewood Cliffs, NJ : Prentice-Hall, 1977. — 247 p.

Hymes D. H. On Communicative Competence // Sociolinguistics / ed. by J. B. Pride, J. Holmes. — Harmondsworth : Penguin, 1972. — P. 269–293.

Canale M., Swain M. Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing // Applied Linguistics. — 1980. — Vol. 1, No. 1. — P. 1–47.

Shulman L. S. Those Who Understand: Knowledge Growth in Teaching // Educational Researcher. — 1986. — Vol. 15, No. 2. — P. 4–14.

Halliday M. A. K. An Introduction to Functional Grammar. — 3rd ed. — London : Arnold, 2004. — 689 p.

Austin J. L. How to Do Things with Words. — 2nd ed. — Oxford : Oxford University Press, 1975. — 168 p.

Searle J. R. Speech Acts: An Essay in the Philosophy of Language. — Cambridge : Cambridge University Press, 1969. — 203 p.

Walsh S. Exploring Classroom Discourse: Language in Action. — London : Routledge, 2011. — 256 p.

Mercer N. Words and Minds: How We Use Language to Think Together. — London : Routledge, 2000. — 208 p.

Richards J. C., Lockhart C. Reflective Teaching in Second Language Classrooms. — Cambridge : Cambridge University Press, 1994. — 218 p.