THEORETICAL FOUNDATIONS FOR IMPROVING THE METHODOLOGY OF DEVELOPING PROFESSIONAL COMPETENCIES OF FUTURE PRIMARY SCHOOL TEACHERS IN THE CONTEXT OF EDUCATIONAL TRANSFORMATION
Abstract
This article examines the theoretical foundations for improving the methodology of developing professional competencies among future primary school teachers in the context of educational transformation. Modern education requires primary school teachers to possess not only pedagogical knowledge and skills, but also digital, communicative, methodological, reflective, and creative competencies. The article analyzes the pedagogical content of the concept of professional competence and scientific-theoretical approaches to its development. It also examines the impact of educational transformation on the professional preparation of future teachers. The potential of competency-based, learner-centered, activity-based, systemic, and innovative approaches to developing professional competencies is substantiated. The pedagogical conditions for improving the methodology of developing professional competencies among future primary school teachers are clarified. The research findings may contribute to improving the professional preparation of future primary school teachers within higher pedagogical education. Particular attention is paid to continuous development of professional competencies, ensuring the integration of theory and practice, and effectively using digital educational opportunities in the context of educational transformation.
Keywords
educational transformation, primary education, future teacher, professional competence, professional competency, pedagogical competence, competency-based approach, digital competence, methodological competence, creative competence, reflective competence, professional training, innovative education, pedagogical activity.How to Cite
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