TRAINING OF FUTURE SCIENCE TEACHERS FOR TECHNOLOGICAL AND METHODOLOGICAL ACTIVITIES

Abstract

Aim of the Article. This article provides a theoretical rationale for productivity. It examines the content and structure of training future science teachers for technological and methodological activities as a vital resource for enhancing the quality of their pedagogical professionalism and enriching their technological-methodological potential.

Methodology. The study employs analysis methods, generalisation, specification, extrapolation, and modelling of the investigated process. To verify the established theoretical positions, a pedagogical experiment was conducted on the formation of readiness of future science teachers for technological and methodological activities, supported by methods of qualitative, quantitative, and statistical analysis.

Scientific Novelty. The scientific novelty of the research lies in specifying the aim and methodological approaches to developing readiness in future science teachers for technological and methodological activities. This involves modelling the organisation of such training as a way to structure the content, methods, forms, and technologies within the professional training system for students to employ tools for technologising the educational process. Furthermore, the research identifies and substantiates pedagogical terms that influence the quality of their professional growth. This system of terms includes the establishment of a culturally and technologically rich educational environment within the higher education institution; fostering an active, agentive role for each student; offering the freedom of choice in selecting technological tasks and innovative technologies; and providing technological and methodological support and psychological and pedagogical guidance in acquiring technological knowledge, skills, and competencies. The effectiveness of the training system for students’ technological and methodological activities, along with the application of pedagogical design tools and the creation of technical and methodological support for the educational process, has been experimentally confirmed.

Conclusions. Based on a synthesis of the research results, the study experimentally validates that the productivity of professional training for future science teachers in technological and methodological activities significantly improves through the substantiation and development of its theoretical and methodological foundations and their implementation in specially designed pedagogical terms within the higher education system.