HEURISTIC MODEL FOR DEVELOPING RHETORICAL COMPETENCE IN THE PROCESS OF TRAINING PRIMARY EDUCATION TEACHERS

Abstract

The modernization of contemporary primary education requires future teachers not only to possess subject knowledge and pedagogical skills but also to demonstrate highly developed rhetorical competence as a fundamental component of professional communication. Effective pedagogical interaction, classroom management, cognitive activation of learners, and the formation of students’ value orientations depend largely on the teacher’s ability to construct persuasive, logically structured, emotionally expressive, and pedagogically appropriate discourse. In this context, rhetoric is increasingly interpreted not merely as an oratorical art, but as an integrative professional competence that synthesizes communicative culture, critical thinking, reflective practice, and heuristic problem-solving abilities.