PEDAGOGICAL FOUNDATIONS OF DEVELOPING KNOWLEDGE ABOUT THE LAWS OF THE HISTORICAL PROCESS IN FUTURE HISTORY TEACHERS BASED ON A HERMENEUTIC APPROACH

Abstract

This article examines the theoretical and practical aspects of developing future history teachers’ knowledge about the laws of historical processes through a hermeneutic approach. The study analyzes the role of hermeneutic methodology in understanding and interpreting historical reality, the stages of educational process design, and the system of problem-based questions used in seminar classes. The pedagogical mechanisms for developing historical thinking, historical consciousness, and understanding of historical truth among students are substantiated. The findings demonstrate that the hermeneutic approach is an effective tool for enhancing the professional competence of future history teachers.