Concept of Development of Critical Thinking Processes in Future Teachers

This article presents a scientifically grounded concept for developing critical thinking processes in pre-service teachers. The concept consists of three interrelated blocks: a methodological-philosophical block (constructivism, pragmatism, the competence-based approach), a structural-content block (aim, principles, stages), and a diagnostic-monitoring block (criteria, indicators, assessment tools). The central idea is that the development of critical thinking is not a one-time pedagogical act but a systematic, staged, and metacognitively guided long-term process.