The Relationship Between the Methodological Foundations of The Praxeological Approach in Pedagogy and The Concept of Instructional-Methodological Competence

Abstract

This article explores how the methodological foundations of the praxeological approach—conceived as the study of efficient, purposeful, and improvable human action—provide a coherent basis for shaping and assessing instructional-methodological competence in teacher education. Building on classic praxeological principles such as goal-orientation, economy of means, verification through feedback, and iterative improvement, the paper conceptualizes instructional-methodological competence as a composite capacity that integrates curricular reasoning, pedagogical content knowledge, assessment literacy, resource design, classroom enactment, reflective analysis, and evidence-informed redesign. Methodologically, the study follows a theory-building design that synthesizes foundational texts in praxeology with established pedagogical theories, including experiential learning, reflective practice, knowledge-in-action, design-based problem solving, and TPACK. The paper concludes that praxeology not only offers a vocabulary for efficiency and improvement but also anchors instructional-methodological competence in a falsifiable, evidence-seeking, and ethically responsible model of professional action.