THE HARMONIZATION OF INTERNATIONAL EXPERIENCE AND THE NATIONAL EDUCATION MODEL IN TEACHER TRAINING

This article examines the importance of harmonizing international experience with the national education model in the training of pedagogical staff. The study is based on an analysis of contemporary trends in teacher education and focuses on identifying effective ways to integrate global educational practices into the national pedagogical system. Using theoretical analysis, comparative pedagogical methods, and the generalization of national and international research, the article explores the role of competency-based, reflective, and practice-oriented approaches in improving the professional quality of future teachers. The findings indicate that the direct transfer of international educational models without considering national values and pedagogical traditions does not ensure sustainable results. In contrast, an integrative approach that combines international standards with the national education model contributes to the development of professional competencies, reflective thinking, and innovative readiness of pedagogical staff. The study concludes that harmonizing international experience with the national education model is a key factor in enhancing the quality and competitiveness of pedagogical education. Keywords: Teacher Education, International Experience, National Education Model, Pedagogical Staff Training, Professional Competencies, Educational Integration, Teacher Professionalism.