METHODOLOGICAL APPROACHES AND PRINCIPLES OF PREPARATION OF FUTURE SCIENCE TEACHERS TO PROFESSIONAL ACTIVITIES

Abstract

The article defines the basic methodological approaches to the problem of professional training (PT) of future teachers of natural sciences (FTNS) on the basis of differentiation and individualization of education, and establishes the principles of such training. The following interrelated approaches were chosen as a methodological basis: systemic, axiological, competence, personal-activity, individual, differentiated, integrative. The introduction of the set of these methodological approaches into the system of PT of the FTNS provides an opportunity to form a systemic vision in solving the problem of training of the FTNS; to structurally transform the pedagogical system and its elements which will ensure the effectiveness of such a system; to form in students educational and professional values regarding the activity of a teacher of natural sciences, the motivational focus of the FTNS on professional self-actualization, behavioral and professional ethical norms, educational tools and pedagogical tools, etc.; to ensure the unity of the content of education and educational technologies, strengthening the practical component of the educational process, with the aim of forming in students professional and pedagogical competence of the TNS; to form the content of the PT system of FTNS as personality oriented and to create a comfortable educational environment for the personal and professional realization of each student; create situations of choice (individual educational trajectory, methods and forms of the educational process, etc.); to achieve a synthesis of knowledge from the subjects of the natural science cycle (biology, chemistry, physics) and the subjects of social-humanitarian, psychological-pedagogical, methodological training with the aim of forming in students a holistic picture of the world, the ability to comprehensively solve professional tasks, harmonious development of the personality of each student; to carry out pedagogical diagnostics and monitoring of the personality qualities of each student, timely adjustment of educational and cognitive activities, etc.