Effective practices for optimizing pedagogical communication in the process of distance learning for future primary school teachers

The article emphasizes the relevance of mastering digital learning technologies for both students and teachers in higher education institutions. It summarizes the views of scholars on the peculiarities of pedagogical communication in the context of distance learning. The aim of the article is to characterize the specifics of pedagogical communication in distance education, identify ways to enhance its effectiveness, and propose effective online interaction practices in view of developing the language and communicative competence of future primary school teachers. Research methods: system analysis and generalization of the literature on the problem, theoretical comprehension of scientific ideas for the purpose of problem analysis, substantiation and development of a work system; empirical methods (observation of the learning process, analysis of classes, etc.). The study was based on the principles of a systems approach as a methodological means of understanding social and pedagogical facts, phenomena, and processes. Results. The article analyzes the educational components of the «Primary Education» program, including elective courses that support the development of communicative and speech skills among higher education students at the State Institution «Luhansk Taras Shevchenko National University». It characterizes the professional competencies acquired by students in the course of their studies. Strategies and interactive approaches to effective pedagogical communication in distance learning settings are defined. The article provides examples of interactive tasks, games, and group work activities used in online learning within the educational component «Speech Communication in the Professional Activity of a Primary School Teacher». Conclusions. The specifics of pedagogical communication in distance learning are determined by the need to maintain constant feedback, foster student independence, and preserve emotional connection. Communication in this format requires a combination of synchronous and asynchronous interaction, as well as the development of digital culture in both educators and learners.