The Role of Foreign Experiences in the Development of Professional Competence in the Process of Pedagogical Practice

This article examines the role of international experience in the development of professional competence among future teachers during the process of pedagogical practice. The study highlights the importance of integrating global educational models, teaching methods, and innovative pedagogical approaches into teacher training programs. Drawing on the experiences of developed countries, the article emphasizes that pedagogical practice serves as a vital platform for bridging theoretical knowledge and real-world application. Through comparative analysis, it explores how international best practices—such as mentorship systems, reflective teaching, and competency-based assessment—enhance future teachers’ professional growth, adaptability, and pedagogical creativity. The findings suggest that adapting foreign experiences to the national education context contributes significantly to improving teacher education quality and ensuring the competitiveness of future specialists in a globalized educational environment.