THE ROLE OF PEDAGOGICAL MASTERY IN PREPARING PROSPECTIVE TEACHERS FOR PROFESSIONAL PRACTICE

This article examines the role of pedagogical mastery in preparing prospective teachers for professional practice. Based on a theoretical analysis of teacher education literature, the study explores the relationship between pedagogical knowledge, practical instructional skills, professional communication, classroom management, reflective practice, and ethical responsibility. Particular attention is paid to the ways in which university-based preparation can connect pedagogical theory with authentic teaching situations. The article proposes a staged framework incorporating conceptual learning, simulated teaching, supervised school practice, feedback, and self-assessment. The analysis argues that pedagogical mastery should be understood as a developing integration of knowledge, judgment, and context-sensitive action rather than a collection of isolated teaching techniques.