DEVELOPING FUTURE TEACHERS' CRITICAL THINKING SKILLS: INNOVATIVE TEACHING METHODOLOGY

This article analyzes the methodological foundations for the formation and development of critical thinking competencies among prospective physics teachers. Critical thinking is regarded as an essential pedagogical category in modern education, playing a significant role in fostering students’ abilities to conduct independent analysis, evaluate evidence, and draw logical conclusions. The study employed the Critical Teaching through Physical Reflection (FRTO) model as its theoretical and methodological basis. Methodologically, the research utilized scientific analysis, comparison, pedagogical observation, and reflection techniques. The findings demonstrated that lessons organized according to the FRTO model contribute to strengthening students’ theoretical knowledge of physics, cultivating a critical approach to problem-solving, and activating creative thinking activities. Furthermore, the article highlights effective strategies for developing critical thinking in physics instruction and provides methodological recommendations for integrating these approaches into teacher education programs. The results of the study hold significant scientific and practical value for improving physics teaching methodologies and introducing innovative approaches in the professional training of future teachers.