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Abstract
The article examines the terminological component as an essential structural element of the professional competence of future history teachers. In the context of contemporary historical education, terminological literacy is viewed not only as knowledge of historical concepts and categories but also as the ability to interpret, apply, and pedagogically adapt specialized vocabulary in teaching practice. The study substantiates that the terminological component ensures the scientific accuracy of historical knowledge, promotes the development of students’ historical thinking, and supports the formation of professional pedagogical communication. The article identifies the main content of the terminological component, including mastery of historical terminology, contextual understanding of concepts, interdisciplinary awareness, and methodological use of terminology in educational discourse. It is argued that the purposeful formation of terminological competence should become one of the priorities in the professional training of future history teachers.
References
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