<![CDATA[This article examines the theoretical and methodological foundations for developing pedagogical communication competence among pre-service teachers within a dual education model. Particular attention is paid to the integration of academic preparation and school-based professional practice as an important condition for improving future teachers’ communicative readiness. Pedagogical communication competence is considered a multidimensional professional quality that includes communicative knowledge, verbal and non-verbal interaction skills, active listening, empathy, pedagogical tact, conflict management, professional ethics, and reflective abilities. Competency-based, activity-based, student-centered, reflective, and practice-oriented approaches are analyzed as methodological foundations for developing this competence. The article argues that dual education provides a favorable environment in which theoretical knowledge can be continuously applied, tested, and improved through authentic pedagogical interaction. A conceptual structure consisting of motivational, cognitive, communicative-practical, emotional, and reflective components is proposed. The study concludes that systematic integration of university learning, school practice, mentoring, observation, feedback, and reflection contributes to the professional communicative development of pre-service teachers.]]>
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