Using the Professional Observation Method in The Professional-Methodical Development of Future Teachers of The Subject “Upbringing”

Abstract

This article presents a scientific-theoretical and practical analysis of the pedagogical significance of the professional observation method in the professional-methodical development of future teachers of the subject “Upbringing” (Tarbiya). The ability of a future teacher to apply theoretical knowledge in practical pedagogical activity is regarded as a key indicator of professional readiness. From this perspective, the professional observation method is examined as an essential means of forming the professional competencies of future teachers through purposeful, systematic and analytical observation of the activity of experienced teachers, of the educational process, and of their own practical performance. The study employs a qualitative research design combining a review of national and international scholarly literature, comparative analysis of observation models, direct observation of teaching-practice activity, and semi-structured interviews with student teachers and practice mentors. The results define professional observation as an integrative activity comprising four constitutive attributes — purposefulness, evidence orientation, pedagogical interpretation and methodical decision-making — and identify six competencies it develops: diagnostic, analytical, methodical, communicative, reflective and design competence. The discussion substantiates the pedagogical conditions for the effective application of the method in higher education institutions, including the redefinition of the mentor’s role from evaluator to facilitator, and its contribution to improving the quality of professional training.