THE SCIENTIFIC AND THEORETICAL FOUNDATIONS OF SITUATIONAL MODELING IN PREPARING CONSTRUCTIVE TEACHERS
Abstract
This article explores the scientific and theoretical foundations of situational modeling in the preparation of constructive teachers. In the context of modern pedagogical challenges, constructive teaching is considered a key competency that enables educators to design, manage, and evaluate learning processes creatively and effectively. Situational modeling is examined as an innovative methodological approach that simulates real-life teaching situations, enhances professional reflection, and develops problem-solving skills. The paper analyzes the psychological-pedagogical basis of modeling, highlights the structural elements of situational learning environments, and discusses the role of simulation-based training in shaping future teachers' professional readiness. Emphasis is placed on the integration of situational strategies into teacher education programs as a means of fostering constructive thinking, autonomy, and adaptability.
Keywords
constructive teaching, situational modeling, teacher education, simulation, professional readiness, pedagogical competence, reflective thinking, problem-solving, interactive learning, didactic design.
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