OBJECTIVES, TASKS AND TECHNIQUES OF ORGANIZING EXPERIMENTAL DIFFERENTIATED AND INDIVIDUALIZED TRAINING OF FUTURE TEACHERS OF NATURAL SCIENCESFOR PROFESSIONAL ACTIVITY
DOI:
https://doi.org/10.32782/pcsd-2023-4-9Keywords:
pedagogical system, experimental verification, stages of pedagogical development, future teachers of natural sciences, readiness for professional activityAbstract
The relevance of the problem of training future teachers of natural sciences for professional activity is determined by the society’s requirements. The insufficient practical training of young specialists requires the search for effective methods that contribute to solving the problem. The purpose of the research is to study the impact of combining differentiation and integration of learning on the quality of training of future teachers of natural science subjects for professional activity. In view of the goal, the following research tasks are solved within the article: 1) the concepts of pedagogical diagnosis and pedagogical experiment are presented; 2) the content of research and experimental work is reflected as goals, tasks, experimental research basis, stages, plan, diagnostic tools; 3) the main procedures of research and experimental work at each stage are characterized. The methodology and results of an experimental study of the state and formation of the readiness of future teachers of natural sciences for professional activity as a result of their training on the basis of differentiation and individualization of education are revealed. The results of experimental work on the preparation of future teachers of natural sciences for professional activity based on differentiation and individualization of education are reflected. The article reflects the results of the statement, formative and final stages of the experiment. Research and experimental work was performed during 2017–2023 among five higher education institutions. Pedagogical monitoring of the preparation of future teachers of natural sciences for professional activity on the basis of differentiation and individualization of education was performed by using a set of diagnostic methods that made it possible to study the output and results of the step-by-step development of all components of readiness for professional activity and to observe the dynamics of its formation in students.
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