PSYCHOLOGICAL AND PEDAGOGICAL FEATURES OF THE USE OF INTERACTIVE TEACHING METHODS IN THE TRAINING OF FUTURE TEACHERS

Abstract

The article provides a comprehensive analysis of the psychological and pedagogical features of using interactive teaching methods in the professional training of future teachers. The relevance of the study is determined by contemporary transformations in the educational space, increasing requirements for the quality of teacher education, and the need to train a new generation of teachers capable of active pedagogical interaction, creative self-realization, critical reflection on professional situations, and the implementation of innovative approaches in the teaching and learning process.

The essence of interactive learning as a form of organizing the educational process based on subject–subject interaction, cooperation, and active participation of students is revealed. The psychological and pedagogical potential of interactive teaching methods in fostering cognitive activity, intrinsic learning motivation, communicative culture, emotional intelligence, self-regulation skills, and professional reflection of future teachers is substantiated. It is emphasized that interactive learning creates conditions for students’ awareness of personal responsibility for learning outcomes and contributes to the development of a positive emotional attitude toward the teaching profession.

The article analyzes the most common interactive teaching methods, including discussions, small-group work, case-based learning, role-playing and business games, project-based learning, pedagogical training, and the modeling of professional situations. Psychological and pedagogical conditions for the effective application of interactive methods in higher education institutions are identified, among which the creation of a supportive educational environment, the organization of partnership-based interaction between teachers and students, consideration of individual psychological characteristics of learners, stimulation of cognitive independence, development of emotional sensitivity, and reflective thinking are highlighted.

Special attention is paid to the role of interactive teaching methods in the formation of professional competence, pedagogical creativity, readiness for innovative activity, and effective pedagogical communication of future teachers. It is concluded that the systematic and scientifically grounded implementation of interactive teaching methods is an important prerequisite for improving the quality of professional training of future teachers in higher education institutions.