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Abstract
This article analyzes the development of pedagogical mastery of future teachers based on a functional approach from a scientific and pedagogical perspective. The essence and structural components of pedagogical mastery, as well as the significance of the functional approach in the educational process, are examined. The necessity of systematically developing pedagogical activity functions in the formation of professional competencies of future teachers is substantiated. In addition, pedagogical conditions and methodological mechanisms that contribute to the development of pedagogical mastery are identified.
References
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