The thesis substantiates the essence of the basic concepts of the problem of the formation of professionally oriented rhetorical competence of future teachers in the pedagogical colleges taking into account modern methodological approaches, carries out a historical and pedagogical analysis of the problem of the formation of professionally oriented rhetorical competence as a component of professional communication of the teacher, scientifically substantiates the structural components, criteria, indicators and levels of the formation of professionally oriented rhetorical competence of future teachers, the model of the formation of professionally oriented rhetorical competence of future teachers is developed taking into account the specifics of the educational process of pedagogical colleges and its effectiveness is experimentally tested through phased implementation.
Based on the research concept, methodological approaches to studying the problem of formation of professionally oriented rhetorical competence of future teachers in pedagogical colleges are substantiated. The complex application of a number of scientific approaches (phenomenological, systemic, person-oriented, activity-based, acmeological, situational) has ensured the realization of the research objectives. From the standpoint of these approaches, it is most logical to study the problem of formation of professionally oriented rhetorical competence.
The study has developed and presented the structure of professionally oriented rhetorical competence of the future teacher. Its integrity is determined by: motivational-value, professional-cognitive, activity-behavioral, moral-personal components.
Based on the determined criteria (motivational, cognitive, activity-practical, personal) and indicators that correlate with the determined components of the structure of professionally oriented rhetorical competence of the future teacher in the pedagogical college, four levels of its formation are distinguished: elementary, middle, sufficient, high.
A theoretically substantiated model of the formation of professionally oriented rhetorical competence of future teachers in pedagogical colleges has been developed which consists of several structural blocks: conceptual-target, content, operational, result-evaluative.
The implementation of the author's model in the educational process of pedagogical colleges took place consistently in the logic of four stages (diagnostic, projective, organizational-educational, control-summary).
The results of experimental work have showed qualitative changes in the formation of professionally oriented rhetorical competence of students in pedagogical colleges of experimental groups in comparison with the control ones: in the motivational sphere of students a shifting focus is observed from unstable ideas about the need for the formation of professionally oriented rhetorical competence to a proper understanding of its motivating factors; in the cognitive field – from superficial disparate knowledge obtained in the process of professional training to awareness of the importance of a complex of professional-rhetorical and practice-oriented knowledge with a projection on professionally oriented rhetorical competence; in the activity part – from passive participation in solving rhetorical tasks to a flexible variable system of actions, the ability to apply them in a specific situation, taking into account the acquired experience; in the personal one – from contemplative participation in professional rhetorical training to the manifestation of perseverance, responsibility, sociability, reflexivity, leadership in solving professionally oriented rhetorical tasks, formed readiness to perform a self-determined task. The transition from the reproductive-imitative model of acquiring knowledge and skills in the process of professional-rhetorical training of students in pedagogical colleges to the productive-creative model of mastering pedagogical rhetoric, to the conscious understanding of the need to combine traditional and innovative approaches in professional-rhetorical activity on the basis of ethos, logos, pathos and digital rhetoric of the teacher is established.
