The Use Of Practical Methods In Developing Discursive Competence Of Prospective Primary School Teachers

Background: Prospective primary school teachers serve as models of speech and communication for young learners, yet there is no unified, stage-by-stage methodology for developing their discursive competence. Objective: The article aims to substantiate and test a practical methodology for developing discursive competence in students of primary education programmes and to show how it can enhance pupils' speech activity through interactive approaches. Methods: The methodology rests on activity theory, discourse analysis, the theory of pedagogical discourse genres and the competence-oriented paradigm, and views discursive competence at three levels: communicative, genre-oriented and metadiscursive. It comprises five practical technologies: micro-teaching with video recording and discussion; genre-based games and short role-plays (Hot Seat, Aquarium, Question Relay); analysis of real complex situations (case study); a Discursive Portfolio (reflective journal); and an incentive technique rewarding the best open question. A pedagogical experiment with experimental and control groups combined qualitative and quantitative methods, with diagnostic and final assessments. Results: At the diagnostic stage the groups did not differ substantially, and most students showed average or low levels of logic, fluency and contextual appropriateness in oral speech. At the final stage the experimental group achieved significant gains in all components of discursive competence, notably in planning oral speech, expressing opinions, participating in debates and maintaining contextual appropriateness. Conclusion: The proposed system of principles, technologies and stages is an effective means of developing discursive competence and supports contemporary aims of primary education, including functional literacy, critical thinking, inclusivity and digital transformation.