TIME-MANAGEMENT TECHNOLOGY AS A TOOL FOR DEVELOPING SELF-ORGANIZATION SKILLS AMONG FUTURE TEACHERS: A CONCEPTUAL PEDAGOGICAL FRAMEWORK

Abstract

The development of future teachers’ professional competence increasingly requires not only subject-specific and pedagogical knowledge but also the ability to organize personal and academic activities effectively. Among the factors contributing to professional readiness, self-organization and the ability to manage time occupy a significant position. This article theoretically examines time-management technology as a pedagogical tool for developing self-organization skills among future teachers. The study is based on theoretical analysis of scientific literature, comparative analysis, observation, pedagogical modelling, analysis and synthesis, induction and deduction, and informative-target analysis. The conceptual analysis demonstrates that time management has evolved from a predominantly organizational and productivity-oriented approach toward a more individualized system integrating planning, prioritization, self-monitoring, reflection, motivation, and personal responsibility. The article proposes a pedagogical framework in which time-management technology is considered not simply as a set of productivity techniques but as an integrated mechanism for developing future teachers’ self-organization.