SOCIO-PEDAGOGICAL APPROACHES IN TRAINING FUTURE TEACHERS THROUGH PROBLEM-BASED LEARNING: THEORETICAL ANALYSIS AND PRACTICAL PROSPECTS

Abstract

This article provides a theoretical analysis of socio-pedagogical approaches used in preparing future primary school teachers to apply problem-based learning (PBL) mechanisms in the subject of upbringing. The impact of PBL on students' socialization, development of professional-social competencies, interpersonal communication skills, and civic position is examined. Based on local and international scholarly sources and practical methodologies, a theoretical model and specific methods for enhancing the socio-pedagogical readiness of future teachers are proposed.