Abstract
This study examines the development of professional competence in prospective teachers, specifically those preparing to teach technology and design. Professional competence is conceptualized as an integrative attribute encompassing both professional and personal qualities, including the knowledge, skills, and experience necessary for effective decision-making and pedagogical activity. The study addresses a critical gap in the literature concerning the structured formation and classification of competencies required in teacher preparation programs. The objective is to explore the scientific, theoretical, and pedagogical dimensions underpinning the development of professional competence in future educators. A mixed-methods approach was employed, incorporating structural and comparative analysis, diagnostic tools, questionnaires, essays, and expert evaluations of pedagogical outputs. Drawing on established theoretical frameworks, the study proposes a comprehensive classification system of key competencies. Findings highlight the multidimensional nature of professional competence and underscore the value of reflective and evidence-based strategies in teacher education. These results contribute to the refinement of teacher training models by emphasizing the alignment of pedagogical theory with practical application and the importance of cultivating both cognitive and affective domains in the professional formation of educators. Keywords: Competence development; diagnostic tools; pedagogical training; professional skills; teacher education