Philosophy of education as a methodological platform for the transformation of the professional training of future teachers for innovative activities

The article presents a comprehensive theoretical and methodological reconsideration of the philosophy of education as a fundamental conceptual platform for the innovative transformation of professional training in higher education institutions, with particular emphasis on the preparation of future mathematics teachersThe relevance of the study is determined by contemporary socio-cultural transformations, the rapid digitalization of educational environments, and the paradigm shift from a knowledge-based to a competence-oriented model of education, which require a deeper philosophical understanding of the foundations of teacher training. The study is based on the methods of theoretical analysis, synthesis, comparison of scientific approaches, and conceptual modeling. It is substantiated that the philosophy of education performs an integrative and methodological function by combining axiological, epistemological, ontological, and praxeological dimensions of professional preparation within a holistic humanistic paradigm. The research demonstrates that the innovative transformation of mathematics teacher education involves the development of innovative capacity, digital pedagogical competence, critical thinking, project-research skills, reflective culture, and value-semantic orientations as key components of professional maturity. A conceptual model of innovative transformation of teacher education is proposed, which includes value-oriented, cognitive-reflexive, innovation-activity, and digital-competence components. Their interaction ensures the formation of a new type of mathematics teacher capable of creative professional activity, responsible decision-making, and continuous professional self-development. It is concluded that philosophical reflection functions as a methodological regulator of professional training, ensuring the systemic integrity and sustainability of innovative changes in mathematics teacher education. Prospects for further research are associated with the empirical verification of the proposed model and the development of mechanisms for its practical implementation in higher pedagogical education.