A COMPREHENSIVE APPROACH TO PREPARING FUTURE TEACHERS FOR PROFESSIONAL AND PEDAGOGICAL ACTIVITIES

Abstract. This paper examines the theoretical underpinnings and practical implementation strategies of a comprehensive approach to preparing future teachers for professional and pedagogical activities. Drawing on international literature in teacher education, the study argues that neither subject-matter knowledge nor methodological competence alone constitutes adequate preparation for the complex demands of contemporary teaching. A multi-component model of professional readiness is proposed and empirically tested, encompassing motivational-axiological, cognitive-analytical, operational-technological, and reflexive dimensions. Quasi-experimental findings from a two-year intervention at a pedagogical institution demonstrate statistically significant gains in professional readiness among students taught under the comprehensive framework, with implications for curriculum design, field placement structures, and institutional partnerships.