INTERACTIVE LEARNING TECHNOLOGIES AS A MEANS OF DEVELOPING PROFESSIONAL COMPETENCIES IN FUTURE NATURAL SCIENCE TEACHERS

Abstract

The article examines interactive educational technologies as an effective means of forming professional competencies in future teachers of the natural sciences educational field in the context of the requirements of the New Ukrainian School. The necessity of implementing interactive learning technology through competence-based, activity-based, and personalityoriented approaches is emphasized. The essence of the professional competence of a teacher of natural sciences is analyzed, which includes subject-specific, methodological, pedagogical, information and digital, communicative, and research components. The potential of interactive technologies, in particular, project activities, case studies, role-playing games, interactive lectures, debates, and training sessions, in developing students' professional knowledge, skills, as well as critical thinking, creativity, teamwork skills, and professional reflection, is determined. The methodological aspects of using interactive technologies in practical classes and during students' independent work are revealed, demonstrating their ability to activate cognitive activity, increase motivation to learn, and promote deeper assimilation of educational material. The results of a pedagogical experiment conducted at the Hryhorii Skovoroda University in Pereiaslav, which confirmed the positive dynamics of the formation of professional competencies in future specialists through the use of interactive learning technology, are presented. Specific practical examples of the successful implementation of such methods in educational courses on the methodology of teaching biology, chemistry, zoology, and STEM technology in biology education are specified. The article aims to improve the content and technologies of professional training of teachers in the natural sciences educational field in higher education institutions, taking into account modern challenges and educational trends. Prospects for further research in the direction of developing integrated models of teacher training using digital tools in blended learning environments are proposed.