Methodological Foundations Of The Professional Development Of Future Primary Education Teachers
Keywords:
Professional development, primary education, future teachersAbstract
This article provides a theoretical and methodological analysis of the professional development of future primary education teachers. The study examines the pedagogical essence of professional development, its structural components, and effective methodological approaches that ensure the readiness of future teachers for professional activity. Particular attention is paid to the role of functional literacy, reflective practice, competency-based and innovative approaches in the professional development process. The findings substantiate that the integration of these components significantly enhances the professional readiness and pedagogical competence of future primary school teachers.
References
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309.
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381–391.
OECD. (2019). Future of education and skills 2030. OECD Publishing.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Karimova, D. A. (2021). Reflective approaches in the training of primary education teachers. Education and Upbringing, 2, 63–68.
Usmonov, B. R. (2020). Issues in developing professional competence of future teachers. Pedagogy, 4, 45–52.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Mahfuza Abbosovna Gafurova
This work is licensed under a Creative Commons Attribution 4.0 International License.