DEVELOPMENT OF TRANSVERSAL-METHODICAL COMPETENCE IN FUTURE EDUCATORS AS A PEDAGOGICAL PROBLEM

Abstract

The evolving demands of education and the labor market necessitate that future educators possess transversal-methodical competencies, a combination of interdisciplinary, critical thinking, and pedagogical skills. These competencies are crucial for designing inclusive and effective learning environments. This article explores the concept of transversal-methodical competence, highlighting its key components: critical thinking, communication, reflective practice, and pedagogical methodology. It critiques the current focus of teacher education on subject-specific content, identifying gaps in broader competencies essential for modern classrooms. To address these challenges, the article proposes a holistic framework for teacher education, emphasizing curriculum redesign, active learning approaches, interdisciplinary teaching, and digital literacy. Practical strategies such as reflective teaching, practice-based learning, and stakeholder collaboration are recommended to foster these competencies. Despite challenges like resistance to change and limited resources, the article underscores the importance of evolving teacher education to prepare future educators for dynamic, inclusive, and innovative teaching.