MECHANISMS FOR DEVELOPING INSTRUCTIONAL DECISION-MAKING COMPETENCE IN STUDENTS WITHIN A PEDAGOGICAL EDUCATIONAL CLUSTER
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Abstract
This study substantiates the theoretical and methodological foundations for developing instructional decision-making competence among pre-service teachers within a pedagogical educational cluster. A structural model of the competence is proposed, encompassing analytical-cognitive, variative-design, prognostic, and reflective components. The study identifies and experimentally validates a комплекс of development mechanisms, including cognitive, design-based, cluster-interactive, and reflective strategies. The findings demonstrate that a cluster-based educational environment facilitates a transition from reproductive-algorithmic responses to variative-constructive professional thinking. The results confirm the high pedagogical impact of the proposed model and its potential for systemic implementation in teacher education programs.
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