TEACHER COMPETENCE AND PEDAGOGICAL CONDITIONS FOR THE EFFECTIVE USE OF DIDACTIC GAMES IN DEVELOPING COMMUNICATIVE SKILLS IN PRIMARY SCHOOL
DOI:
https://doi.org/10.5281/zenodo.17950569Abstract
The development of communicative skills in primary school learners is a crucial objective of modern education, as it forms the foundation for successful social interaction, academic achievement, and lifelong learning. In this context, didactic games are regarded as an effective pedagogical tool that enhances learners’ motivation, engagement, and language use in authentic situations. However, the effectiveness of didactic games largely depends on the teacher’s professional competence and the pedagogical conditions under which these games are implemented. This article examines the role of teacher competence in organizing and managing didactic games and identifies the key pedagogical conditions necessary for their effective use in developing communicative skills in primary school students. The study highlights such components of teacher competence as methodological knowledge, pedagogical creativity, classroom management skills, and the ability to adapt games to learners’ age and language proficiency.
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