COGNITIVE, ACTIVITY-BASED, COMMUNICATIVE, AND REFLECTIVE DETERMINANTS IN METHODOLOGICAL TRAINING OF FUTURE FOREIGN LANGUAGE TEACHERS

Abstract

This thesis discusses the methodological preparation of future foreign language teachers in the context of globalization, the rapid development of information technologies, and integration into the international educational environment. The study emphasizes that teacher training today should not be limited to the acquisition of theoretical knowledge, but must ensure the development of communicative, digital, cultural, and social competencies. The research explores modern pedagogical approaches that integrate innovative technologies, reflective practice, and competence-based learning to enhance the professional readiness of prospective teachers. Furthermore, the thesis highlights the importance of lifelong learning, intercultural communication, and creative problem-solving as key factors in forming a modern language educator. The findings suggest that improving methodological preparation through innovative and learner-centered approaches contributes to the development of teachers capable of meeting the dynamic requirements of global education.