DEVELOPMENT OF PROFESSIONAL COMPETENCIES IN FUTURE PRIMARY EDUCATION TEACHERS

Abstract

This article examines the scientific-theoretical and methodological foundations of a pedagogical model aimed at developing the professional competencies of future primary education teachers. The target, methodological, content, technological, diagnostic, and resultative components of the model are systematically analyzed, and their interrelated integration is substantiated. In addition, effective approaches to teacher training based on competency-based, activity-oriented, learner-centered, and reflective paradigms are discussed. The article also substantiates the role of modern pedagogical technologies, including interactive methods, problem-based learning, project-based learning, case studies, microteaching, and digital educational tools in the formation of professional competencies. The diagnostic component is addressed through criteria and tools for assessing the development of competencies. The findings of the study contribute to improving the professional training of future primary education teachers, preparing them for innovative practice in accordance with contemporary educational requirements, and shaping them as competent professionals capable of making independent decisions in pedagogical processes.