Future Teachers' Specific Characteristics of Development of Cognitive Acceptance of Professional Knowledge

Abstract

In this article, the ability of future teachers to cognitively accept professional knowledge, to prepare students for interpersonal communication in pedagogical processes aimed at professional development, to create conditions for them to engage in subject-subject relations, to regularly diagnose the pedagogical knowledge formed in them, and to equip students with effective technologies for organizing their activities are described. On this basis, the possibilities of training future pedagogues, professional competence, and teachers capable of ensuring the quality of school education are described.