THE ROLE OF MUSEUM PEDAGOGY IN ENHANCING HISTORICAL THINKING AMONG FUTURE HISTORY TEACHERS

Abstract

This article is devoted to examining the pedagogical potential of the museum environment in shaping and systematically developing historical thinking among pre-service history teachers in higher education institutions. The study is based on contemporary educational theories and provides a comprehensive theoretical analysis of the concept of historical thinking as a complex cognitive, reflective, and value-oriented competence. Particular attention is paid to modern pedagogical approaches that promote inquiry-based learning, constructivist theory, experiential learning, and competency-oriented teacher education. The article interprets museums as authentic and multidimensional learning environments that create unique conditions for integrating cognitive, emotional, and axiological components into the process of history education. The research findings substantiate that museum pedagogy is an effective pedagogical mechanism for developing historical thinking competence among pre-service history teachers.