The current methodological state of developing hermeneutic competence in prospective primary school teachers

Abstract

The article analyzes the current methodological state of developing hermeneutic competence among prospective primary school teachers. It examines the theoretical foundations of hermeneutics, the extent to which interpretive, reflective, and dialogical methods are integrated into teacher education, and reviews local (2020–2025) and international literature. The study identifies existing gaps and proposes directions for improving the preparation of future teachers.