The Cognitive Model for Improving the Professional Competence of Future Primary School Teachers

Abstract

This article explores the development of a cognitive model aimed at improving the professional competence of future primary school teachers. The study emphasizes the significance of cognitive components—such as knowledge, thinking strategies, and problem-solving skills—in shaping effective teaching practices. The proposed model integrates theoretical and practical aspects of teacher training, focusing on enhancing pedagogical awareness, critical thinking, and independent learning capabilities. Based on an analysis of current pedagogical research and educational needs, the article suggests a structured approach to developing cognitive competencies that directly impact classroom performance and professional growth.