Theoretical Basis Of The Professional Skills Of Pedagogical Sciences Teacher
Keywords:
Pedagogical Mastery, Theoretical Foundation, Professional CompetenceAbstract
This article examines the pivotal role of theoretical pedagogical knowledge in shaping and advancing teachers’ professional mastery. Within the framework of contemporary educational reforms, the shift from a traditional knowledge-transmission paradigm to a studentcentered facilitation approach necessitates a profound understanding of pedagogical laws, psychological principles, and innovative instructional methodologies. The author contends that professional excellence cannot be reduced to the mere accumulation of practical experience; rather, it emerges from a dynamic and sophisticated integration of theory and practice. Drawing on historical insights from prominent scholars such as Avicenna and John Amos Comenius, the study bridges classical pedagogical thought with contemporary strategies, including ProblemBased Learning (PBL).
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