PSYCHOLOGICAL CHARACTERISTICS OF THE FORMATION AND DEVELOPMENT OF PROFESSIONAL THINKING IN FUTURE TEACHERS

The formation and development of professional thinking in future teachers is a critical component of teacher education, shaping their ability to navigate the complexities of the classroom and broader educational environments. This study examines the psychological characteristics that contribute to the development of professional thinking, focusing on motivation, self-efficacy, emotional intelligence, and reflective practice. A mixed-methods approach was employed, involving 120 pre-service teachers from two universities. Quantitative data were collected through self-report questionnaires and analyzed using paired t-tests and correlation analysis. Qualitative data were gathered through semi-structured interviews and analyzed thematically. The results revealed significant increases in intrinsic motivation, self-efficacy, emotional intelligence, and engagement in reflective practices over the course of the academic year. The findings highlight the importance of integrating theoretical knowledge with practical experiences, fostering a supportive learning environment, and encouraging reflective practice to enhance the professional thinking of future teachers.