Interdisciplinary Integration As A Factor In Developing Prospective Teachers’ Professional And Methodological Competence

Abstract

This thesis examines the role of interdisciplinary integration in developing prospective teachers’ professional and methodological competence within higher pedagogical education. The study explores the theoretical foundations of interdisciplinary learning and its contribution to instructional planning, pedagogical decision-making, and the practical application of subject knowledge. A qualitative content analysis of scientific literature was employed to identify the relationships between interdisciplinary curriculum design, pedagogical content knowledge, and professional teacher preparation. The findings suggest that interdisciplinary integration provides a methodological foundation for strengthening prospective teachers’ ability to establish meaningful connections between academic disciplines, design coherent learning activities, and evaluate integrated educational outcomes. Particular attention is given to the development of analytical thinking, instructional flexibility, and reflective competence. The study proposes an integrated approach to teacher preparation that combines theoretical knowledge, collaborative lesson design, and reflective pedagogical practice.