Pedagogical Opportunities of Using Theater Pedagogy in The Process of Training Future Educators in Higher Education

Abstract

The modernization of higher pedagogical education requires the search for innovative approaches capable of ensuring the professional, communicative, emotional, and creative development of future educators. In this context, theater pedagogy is gaining increasing relevance as a pedagogical resource that unites artistic expression, interpersonal interaction, reflection, and experiential learning. This article examines the pedagogical opportunities of using theater pedagogy in the process of training future educators in higher education. The study analyzes the conceptual foundations of theater pedagogy, its role in the development of professional competence, and its educational value in forming communicative culture, empathy, creativity, reflective thinking, and pedagogical improvisation. The article is based on theoretical analysis of pedagogical, psychological, and methodological literature devoted to teacher education, art-based pedagogy, professional competence, and interactive learning. The results show that theater pedagogy creates favorable didactic conditions for integrating theory and practice, activating the learner’s subject position, and preparing future educators for emotionally rich and socially complex professional interaction. It is argued that theater-based methods such as dramatization, role-play, pedagogical staging, situational modeling, and expressive movement foster a deeper understanding of educational processes and support the development of professionally significant qualities. The article concludes that theater pedagogy should be regarded as an important component of higher pedagogical education, especially in the training of future educators whose work requires sensitivity, expressiveness, communicative flexibility, and the ability to build developmental interaction.