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Abstract
This thesis examines the individualization of the professional development of future teachers and presents the “Student Orbit” model as a conceptual framework for organizing this process. The model integrates the diagnosis of students’ initial professional potential, the development of an individual professional profile, the design of a personal development trajectory, the integration of pedagogical practice and mentoring, the development of digital and innovative competencies, and reflective monitoring into a unified system. Professional mobility is interpreted as an integrative quality that enables future teachers to adapt to changing pedagogical situations, acquire new professional tasks, and consciously manage their individual professional development trajectory.
References
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