Theoretical Foundations of Developing Terminological Competence in Future Teachers

Abstract

This article analyzes the theoretical foundations of developing terminological thinking in future teachers. Based on scientific sources, the study highlights pedagogical terminology, the linguocognitive approach, professional competence, and the mechanisms of mastering pedagogical terms within the educational process. The article also reveals the didactic possibilities of forming terminological literacy and its integration with modern pedagogical technologies. Special attention is given to the role of pedagogical terminology in shaping professional speech, scientific worldview, and methodological preparedness of future teachers. The research substantiates the significance of terminological competence in improving professional communication skills and developing scientific-pedagogical thinking in teacher education