THE THEORETICAL MODEL FOR DEVELOPING PROFESSIONAL THINKING IN FUTURE HISTORY TEACHERS

Abstract

The development of professional thinking in future history teachers is a central objective of contemporary teacher education, as modern educational systems require educators capable of analytical reasoning, critical interpretation, pedagogical decision-making, and reflective practice. This article presents a theoretical model for fostering professional thinking in pre-service history teachers based on interdisciplinary foundations drawn from pedagogy, psychology, didactics, and historical methodology. The model integrates cognitive, methodological, axiological, and reflexive components and is grounded in competence-based education, constructivist learning theory, and reflective pedagogy. The study synthesizes established theoretical frameworks and empirical findings from international educational research to justify the structure and functions of the proposed model.