EDUCATOR PREPARATION IN TRANSITION: FROM CONCEPTUAL KNOWLEDGE TO CLASSROOM REALITY

Prof. Julia Doncheva, DSc

Department of Pedagogy University of Ruse “Angel Kanchev”

ORCID: 0000-0003-3148-3220

E-mail: jdoncheva@uni-ruse.bg

Prof. Valentina Voinohovska, DSc

Department of Informatics and Information Technologies University of Ruse “Angel Kanchev”

ORCID: 0000-0001-5700-8167

E-mail: vvoinohovska@uni-ruse.bg

Assoc. Prof. Berik Matayev, PhD

Higher School of Pedagogy, Pavlodar Pedagogical University named after Alkey Margulan Pavlodar, Kazakhstan. ORCID

ORCID: 0000-0002-0610-5108

E-mail: matayevba@pspu.kz

Akhmetova Dinara

Master's student, Pavlodar Pedagogical University named after Alkey Margulan, Pavlodar, Kazakhstan.

E-mail: dinaraakhmetova11@gmail.com

Abstract

This paper examines the contemporary challenges and future directions in the university-level training of future pedagogical professionals. It identifies key gaps between theoretical instruction and practical application, and proposes strategic improvements based on innovative approaches and collaborative models. Statistical comparisons from international education systems highlight the need for balanced, practice-oriented pedagogical curricula. The study emphasizes the importance of aligning university training with the realities of the teaching profession.

Keywords

teacher education, pedagogy, higher education, practice-theory gap, university training, educational reform

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