Симулационното и рефлексивното учене като механизми за развитие на професионални компетентности на бъдещи детски учители
Simulation and reflective learning as mechanisms for developing professional competencies in future preschool teachers

Summary/Abstract: The study presents an innovative pedagogical model for the training of future preschool teachers in the discipline “Methodology of Environmental Studies in Kindergarten.” The model integrates experiential, inquiry-based and reflective learning and is conceptualized as an educational design aimed at developing methodological competence, pedagogical adaptability and reflective practice. The effectiveness of the model is evaluated through an experimental design involving control and experimental groups. The empirical study was carried out with students from the Vratsa Branch of St. Cyril and St. Methodius University of Veliko Tarnovo. The results indicate significant improvements in target competencies, with notably greater gains in the experimental group. The findings highlight the role of simulation and reflection as effective mechanisms for developing practically applicable professional competencies. Limitations related to the use of simulation-based experience are also discussed.

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