IDENTIFICATION AND ANALYSIS OF CRITERIA FOR ENSURING THE PROFESSIONAL DEVELOPMENT OF FUTURE TEACHERS

Abstract

The article is devoted to the definition and systematization of criteria for the professional development of students majoring in pedagogy. The paper analyzes the components of professional growth, including motivational-value, cognitive, activity-practical, and reflective aspects. The author proposes a model for criteria-based assessment that allows for monitoring the dynamics of qualitative changes in the structure of the future teacher's personality at different stages of university education. Special attention is paid to the integration of theoretical knowledge and practical skills as a fundamental basis for professional competence. The research findings can be utilized for developing diagnostic tools within the higher pedagogical education system.