НАВЧАЛЬНА ПРАКТИКА ЯК КОМПОНЕНТ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПРИРОДНИЧИХ ДИСЦИПЛІН

Abstract

The dynamic development of modern society dramatically changes the educational orientations and priorities. This is especially true of the higher education system, which must respond in a timely manner to the new challenges for the preparation of competitive future professionals. The renewal of the philosophy of school natural education, due to the need for its correlation with the current level of scientific knowledge, as well as with the realities of the modern world. The relevance of the chosen topic is substantiated by the expediency of applying a practically oriented approach to the organization of the educational process precisely in the preparation of future teachers of natural sciences, as it aims at developing their willingness to further fulfill and improve their professional functions. The article deals with theoretical issues in the organization of hands-on training for future natural science teachers. Besides, it analyzes the concept of “practical training” and “practice” in scientific studies of Ukrainian researchers and highlights the importance of hands- on practice in the development of professional competences. Besides, the article considers the development of special skills in future natural science teachers via hands-on practice as part of professional training in higher education institutions. The obtained results allow one to outline the main issues in practical training of future natural science teachers in Ukraine and suggest effective solutions to them. Also, the article shows how hands-on practice of future natural science teachers is organized and justifies general requirements for practical training of students under a competence-based model. The article describes stages for implementing hands-on educational practice. It defines types and forms of assessment that can be used to identify levels of students’ practical skills, professional experience, and appropriate competences. There appears to be the need to improve educational and methodological support for students in accordance with current reforms in the educational system. The article concludes that practical training, especially hands-on practice, is the axiological basis for future natural science teachers.