This article examines the theoretical foundations and pedagogical conditions of applying the communicative approach to the development of communicative competence in prospective teachers. Based on an analysis of international and local scientific literature, the study clarifies the essence, structure, and components of communicative competence in teacher education, and substantiates the didactic possibilities of the communicative approach. The paper argues that communicative competence for future teachers is a professionally significant integrative quality that includes linguistic, sociolinguistic, pragmatic, intercultural, and strategic components, as well as personal dispositions such as empathy, tolerance, and reflexivity. Special attention is given to the pedagogical conditions that ensure the effective implementation of the communicative approach in higher pedagogical education: creating a dialogic and learner-centered educational environment, using interactive and practice-oriented teaching methods, integrating digital communication tools, organizing reflective activities, and fostering a culture of professional communication in academic settings. The article proposes a conceptual model of developing communicative competence in prospective teachers on the basis of the communicative approach and identifies criteria and indicators for assessing its formation. The author concludes that the systematic and purposeful use of the communicative approach under scientifically grounded pedagogical conditions significantly enhances the quality of professional training of future teachers and their readiness for effective pedagogical interaction in modern educational contexts.

communicative competence; communicative approach; prospective teachers; teacher education; pedagogical conditions; dialogic interaction; professional communication; interactive methods; reflective practice.

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