INTEGRATING ART THERAPY METHODS INTO TEACHER EDUCATION PROGRAMS: A COMMUNICATIVE PERSPECTIVE

Abstract

In the context of modern educational transformation, the development of communicative competence has become a key priority in teacher education. Contemporary pedagogical training requires innovative approaches that address not only cognitive but also emotional, interpersonal, and reflective dimensions of professional communication. This article explores the potential of integrating art therapy methods into teacher education programs as an effective means of enhancing the communicative competence of pre-service teachers. Drawing on theoretical perspectives from pedagogy, psychology, and communication studies, the paper examines communicative competence as a multidimensional construct and analyzes the pedagogical value of art therapy methods - particularly visual artbased techniques - in educational settings. The article highlights practical implications for teacher education and emphasizes the importance of combining scientific theory with pedagogical practice.