СТОРІТЕЛІНГ ЯК ІНСТРУМЕНТ ФОРМУВАННЯ ДИСКУРСИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ: Возняк І. І., Тонконог І. В.

The article explores the potential of storytelling as an effective tool for developing the discursive competence of future primary school teachers in the context of modern educational changes. The relevance of enhancing communication skills and the ability to interact effectively in the teaching process is examined. Existing scientific publications on the use of storytelling in education are analyzed, highlighting the necessity of an in-depth study of its role in shaping teachers' discursive competence. The article defines the concept of "discursive competence" in primary school teachers and justifies the multidimensional nature of storytelling as a pedagogical method through the analysis of various scientific approaches (communicative, narrative, psychological, pedagogical, and cultural). It is proven that the use of storytelling contributes to the understanding of different discourse types, the improvement of coherent speech production skills, adaptation of language to the audience, enrichment of communicative strategies, stimulation of creativity, and practical application of language knowledge. A system of practice-oriented tasks is proposed for integrating storytelling into the training of future primary school teachers. These tasks focus on developing various aspects of their discursive competence. The article presents conclusions regarding the effectiveness of storytelling in fostering key professional qualities in future educators. The suggested practical tasks include the analysis of stories, the creation of original narratives of different genres and discourse types, the use of storytelling techniques, and reflection on personal experiences. The article emphasizes the importance of mastering the art of storytelling to enhance the quality of professional training for future teachers and their ability to create an effective learning environment. The findings of this study may be valuable for educators in teacher training institutions, methodologists, and anyone interested in innovative approaches to developing teachers' professional competence.