EMPIRICAL STUDY OF PEDAGOGICAL ORIENTATION LEVELS IN THE PROFESSIONAL FORMATION OF FUTURE TEACHERS

Abstract

This article examines the empirical results of studying the levels of pedagogical orientation among university students during their professional formation. Through a diagnostic approach, the study evaluates the development of professional identity, motivation, and value systems in future teachers. The findings highlight the critical role of pedagogical orientation in bridging the gap between theoretical training and professional readiness. The article proposes strategies for enhancing the professional formation of students based on observed orientation levels.