Keywords
Abstract
This article develops a theoretical model of educational and cognitive activity for future teachers using heuristic approaches. Drawing on the foundational theories of H.E. Armstrong and J. Bruner, it analyzes the structural components of heuristic learning. The study explores practical methods for integrating creative problem-solving and "Discovery Learning" into teacher training curricula to enhance professional pedagogical competence and transform students from passive recipients into active discoverers.
References
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