The programmed learning technology as a means of activating cognitive independence in future teachers

To increase the effectiveness of the educational process, it is important to activate cognitive independence in future teachers in various ways. The aim of this study is to present the theoretical substantiation, development, and implementation of control assignments for using linear and branched variations of the programmed learning technology as a means of activating cognitive independence in future teachers. The novelty of the research lies in the author’s definition of pedagogical categories: cognitive independence, activation of cognitive independence in future teachers, as well as in the development of original control assignments in Pedagogy, allowing the use of the programmed learning technology as a means of activating cognitive independence in students. The use of this educational technology led to an increase in the cognitive interest of future teachers, their independence in cognitive activity, that is, this technology contributes to the activation of cognitive independence in future teachers.