Professional Skills of Pedagogy Teachers

The article presents a systemic analysis of the professional mastery of pedagogy teachers (lecturers who teach pedagogical disciplines to future teachers) within the contemporary educational paradigm. The study substantiates the axiological, epistemological, technological, communicative, reflective-acmeological and digital-didactic components of professional mastery and proposes a structural-functional model that reflects their organic interrelation. The principle of isomorphism between the form and the content of teaching is identified as a criterion specific to pedagogy teachers, and the levels of mastery development are specified. The debate between the evidence-based approach and value-oriented pedagogical judgement is discussed, and the two positions are shown to be complementary. The findings may contribute to improving the system of training and continuing professional development of teaching staff.