ORGANIZATIONAL FORMS OF PROFESSIONAL DEVELOPMENT OF PROSPECTIVE PRIMARY EDUCATION TEACHERS BASED ON FUNCTIONAL LITERACY
Keywords:
functional literacy, professional development, prospective teacher, primary education, reflective teaching, portfolio, clinical practiceAbstract
This article provides a theoretical and methodological justification of organizational forms for the professional development of prospective primary school teachers based on functional literacy. The study is grounded in the competency-based approach, reflective teaching theory, and practice-oriented learning concepts. The findings identify effective forms of professional development, including reflective seminars, practice-based workshops, portfolio technology, school-integrated clinical practice, and professional learning communities. The integration of these forms is shown to enhance reflective thinking, methodological flexibility, and innovative pedagogical skills in future teachers. The results can serve as a methodological framework for improving primary teacher education systems.
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