THE EFFECTIVENESS OF USING BLOOM’S TAXONOMY IN DEVELOPING THE PRACTICAL COMPETENCE OF FUTURE TEACHERS
This article provides a scientific and theoretical analysis of the effectiveness of using Bloom's taxonomy in the development of
practical competence of future teachers in the credit-modular system. In the study, practical competence is substantiated as an
integrative indicator that determines the professional training of a teacher, its structural components, development mechanisms,
and pedagogical conditions are highlighted. The need to integrate the cognitive stages of Bloom's taxonomy in determining
learning outcomes in accordance with the requirements of the credit-module system and the European Credit Transfer System
(ECTS) has been substantiated.
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