Development of Communicative Competence in Future Teachers Based on a Reflexive Approach: Mechanisms and Experimental Effectiveness

This article examines the structural and methodological mechanisms influencing the effectiveness of developing communicative competence in future teachers through a reflexive approach. The study conceptualizes the integration of self-analysis and communication skills within higher pedagogical education. A three-stage experimental framework—comprising diagnostic, formative, and summative phases—was implemented among students of pedagogical faculties. The formative stage utilized specific reflexive technologies, including case studies, case analysis, pedagogical trainings, video analysis, and reflexive diaries. Quantitative and qualitative variations in students' professional preparation were evaluated using mathematical-statistical methods. The empirical results demonstrate a statistically significant shift from low to high and optimal levels of communicative and reflexive skills, validating the systemic integration of reflexive technologies in modern teacher training programs.