Improving the Methodological Model for Developing the Professional Mobility of Pedagogy Students Based on The Cluster Approach During Teaching Practice

Abstract

This article focuses on improving a methodological model based on the cluster approach for developing the professional mobility of pedagogy students during teaching practice. The study examines opportunities to enhance students' professional competence, adaptability, innovative thinking, and readiness to meet the demands of the modern labor market by strengthening integrative cooperation among higher education institutions, schools, and social partner organizations. In addition, the structural components, pedagogical conditions, and implementation mechanisms of the proposed methodological model are substantiated. The research findings contribute to the effective development of professional mobility among pedagogy students and to improving the quality of teacher education.