This article examines the specifics of practice-oriented learning as a key pedagogical condition for developing the general professional competencies of future history teachers. Emphasis is placed on the importance of integrating theoretical knowledge and pedagogical practice into the educational process, which ensures the development of analytical thinking, communication skills, organizational skills, and the use of digital resources. The article explores the potential of project-based, research-based, and practical learning activities to facilitate students' professional socialization. It is noted that practice-oriented learning prepares future teachers for work in a modern educational environment, which requires the ability to adapt to change, apply interdisciplinary approaches, and utilize innovative methods of teaching history. It concludes that it is necessary to expand the practical components of history teacher training to enhance their professional competence.
Satkey et al. (Wed,) studied this question.