STAGES OF DEVELOPING THE PEDAGOGICAL THINKING OF A FUTURE TEACHER THROUGH THE APPLICATION OF THE QUASI-RESEARCH METHOD
DOI:
https://doi.org/10.5281/Keywords:
pedagogical thinking, quasi-research method, developmental stages, problem-based learning, hypothesis, independent inquiry, reflective evaluation, future teacher, higher pedagogical education, metacognitive ability.Abstract
This article provides a scientific and pedagogical analysis of the sequential stages of developing a future teacher's pedagogical thinking through the application of the quasi-research method. Based on the theory of problem-based learning, the logical structure of the quasi-research process is examined, including the motivational-preparatory, orientational (entry into the problem situation), hypothesis-formulation, independent-inquiry, generalization, and reflective-evaluative stages. The purpose of each stage, the content of student and instructor activity, and the indicators of pedagogical thinking development formed at each stage are substantiated from a scientific and practical perspective.
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