METHODOLOGY FOR DEVELOPING THE RHETORICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS THROUGH HEURISTIC EDUCATION TECHNOLOGIES

Abstract

The modernization of contemporary pedagogical education necessitates the formation of highly developed communicative and rhetorical competencies among future primary school teachers, as their professional effectiveness directly depends on the quality of verbal interaction, persuasive discourse construction, and didactic communication management. In this context, heuristic education, grounded in discovery-based learning, dialogic cognition, and creative problem-solving strategies, emerges as a productive methodological framework for enhancing rhetorical competence. The present study aims to substantiate theoretically and methodologically the process of developing rhetorical competence of prospective primary school teachers through heuristic instructional technologies. The research conceptualizes rhetorical competence as an integrative personal-professional construct that combines speech culture, argumentation skills, dialogic thinking, reflective communication, and pedagogical persuasion. Heuristic education is interpreted as a system of pedagogical tools that stimulates independent knowledge construction, critical inquiry, and communicative creativity. Within this paradigm, rhetorical training is not reduced to mechanical speech techniques but is structured as an exploratory, interactive, and reflexive activity.