Pedagogical conditions for developing the cognitive competence of future teachers through facilitative interaction

The article examines the problem of developing the cognitive competence of future teachers within the system of higher pedagogical education. The significance of facilitative interaction as a pedagogical mechanism for enhancing cognitive activity, developing critical thinking, independence, and reflective analysis is substantiated. The essence of future teachers' cognitive competence is explored, and its structural components are identified. Particular attention is paid to identifying and theoretically substantiating the pedagogical conditions that ensure the effectiveness of this process. These conditions include creating a subject-subject educational environment, organizing problem-based dialogic interaction, applying interactive teaching methods, and ensuring systematic reflective activity among students. The role of the teacher as a facilitator who guides students' cognitive activity and creates conditions for the independent construction of professional knowledge is defined.