THE MODEL OF MOTIVATIONAL AND VALUE DETERMINATION OF THE FORMATION OF PROFESSIONAL COMPETENCES OF FUTURE HISTORY TEACHERS IN THE PROCESS OF STUDYING PROFESSIONAL DISCIPLINES

This article describes developed model, that aimes at enabling the professional competencies of future history teachers through motivational and value-based determination. Within modern education, history teachers carry a dual responsibility: transmitting subject knowledge while cultivating civic-mindedness and critical thinking in students. The model addresses this challenge by integrating several methodological approaches, including competence, synergistic, systemic, activity-based, humanistic, and axiological. Each of these approaches contributes to a comprehensive model for teacher education. They emphasize not only the acquisition of historical knowledge but also the development of intrinsic motivation, ethical reasoning, and a commitment to fostering civic engagement in students. The model's components include a motivational and value component, which develops professional motivation and instills a strong civic sense of social responsibility in future teachers. The cognitive component enriches teachers' knowledge of history and cognitive processes, equipping them to engage students in critical inquiry and foster historical thinking. The methodological and pedagogical component focuses on practical teaching skills, such as classroom management, didactic interaction, and student assessment. Several pedagogical conditions are essential for effectively forming professional competencies. These include practice-oriented training, mentoring support, and reflective practice, which promote continuous professional growth through feedback and self-assessment. Interactive learning methods like role-playing, debates, and project-based learning foster critical engagement with historical content. The model performs multiple functions: cognitive, motivational, communicative, valuable, developmental, and educational, contributing to the holistic development of future history teachers. It prepares them to meet the intellectual and ethical demands of modern education. Specific training methods include moral analysis of historical events, reflective journaling, and critical evaluation of historical sources. The research identifies varying levels of competence formation: high, medium, and low, based on indicators such as civic position, critical thinking, and professional motivation. Teachers using the model show significant improvements in integrating historical knowledge with pedagogical strategies, fostering critical thinking, and promoting civic responsibility in students. The article concludes with practical implications of the model and recommends further research to explore its long-term effects on teaching practices and student outcomes.