DEVELOPING TECHNICAL THINKING COMPETENCE IN FUTURE TEACHERS THROUGH PROJECT-BASED LEARNING

This article examines the development of technical thinking competence in future teachers through project-based learning. Technical thinking competence is interpreted as an integrated professional ability that includes analysis of technical problems, modeling of solutions, practical implementation, testing, and reflective justification of decisions in educational contexts. The article argues that this competence is especially important for teacher education because modern pedagogy increasingly requires technology integration, interdisciplinary STEM tasks, and the ability to organize practical inquiry. Based on a conceptual synthesis of literature on competence-based education, project-based learning, teacher preparation, and technology education, the article proposes methodological conditions for organizing project work in higher education. These conditions include professionally oriented tasks, interdisciplinary content, collaboration, formative feedback, access to digital and material resources, and criterion-based assessment. The article also presents stages of project-based learning and criteria for assessing technical thinking competence. Recommendations are offered for improving future teacher training through systematic project modules, reflective documentation, and pedagogically meaningful technical design tasks.