The development of mediation competence in future teachers is one of the important tasks of modern pedagogical education, since educational practice increasingly requires specialists who can prevent conflicts, organize constructive dialogue, regulate emotional tension, and support cooperation among participants of the educational process. This article examines communicative mechanisms for developing mediation competence in future teachers. Mediation competence is interpreted as an integrated professional quality that includes knowledge of conflict resolution, skills of active listening and negotiation, emotional self-regulation, empathy, ethical neutrality, and the ability to guide conflicting parties toward mutual understanding. The communicative mechanisms analyzed in the article include dialogic interaction, active listening, empathic response, constructive questioning, feedback, argumentation, reflective communication, non-verbal regulation, and collaborative problem-solving. The study is based on theoretical analysis, pedagogical interpretation, and modeling of the communicative process in teacher training. The results show that mediation competence cannot be formed only through theoretical instruction; it requires systematic communicative practice, role-based training, case analysis, reflective exercises, and integration of mediation tasks into pedagogical disciplines. The article concludes that communicative mechanisms serve as the practical foundation for preparing future teachers to act as mediators in educational environments.
Communicative Mechanisms For Developing Mediation Competence In Future Teachers
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