THE MODEL AND CRITERIA FOR OPTIMIZING THE PROFESSIONAL DEVELOPMENT PROCESS OF FUTURE TEACHERS

This article (abstract) presents a structural model for optimizing the professional development process of future teachers and substantiates its core evaluation criteria and empirical indicators. Based on diagnostic research (N = 120), four primary criteria were evaluated: Motivational-Value, Cognitive-Theoretical, Operational-Activity, and Reflective-Evaluative. Statistical verification using SPSS software (p < 0.05, p < 0.01) confirmed that implementing the optimization model led to a significant increase in high-level professional readiness among students (growing from an average of ~26% to ~46%). Practical recommendations are provided for integrating criterion-based diagnostic monitoring into higher pedagogical education.