Theoretical Foundations of Developing Communicative Competencies in Pedagogy Students

The development of communicative competencies in pre-service pedagogy students represents one of the most critical challenges in contemporary higher education. Effective communication skills are foundational to professional teaching performance, yet systematic, evidence-based frameworks for cultivating these competencies within Uzbekistan's pedagogical context remain insufficiently developed. This study investigates the theoretical foundations underpinning communicative competence formation in undergraduate pedagogy students at Uzbekistan's higher educational institutions. Employing a mixed-methods research design, the study synthesizes major international theoretical frameworks including Chomsky's linguistic competence model, Hymes's communicative competence theory, and Canale and Swain's multidimensional framework alongside ethnopedagogical principles rooted in Uzbek cultural traditions. Data were collected through structured questionnaires (n = 312 students), classroom observations, in-depth interviews with 24 faculty members, and experimental instruction spanning two academic semesters.