Нормативно-правове забезпечення компетентнісного підходу в підготовці вчителя біології

Abstract

The article analyses the peculiarities of the regulatory support of outcome-based approach for Biology teacher training in the educational process of a pedagogical institution of higher education. There was studied the genesis of the introduction of outcome-based approach into the system of specialists training in institutions of higher education of Ukraine. The definition of such concepts as “teacher training”, “outcome-based approach”, competence, general competence”, “special (subject) competences” was clarified. It was proved that the competence of a Biology teacher is an integrated structure, which is determined by a dynamic combination of general and special competences, which determine the effectiveness of professional activity of a specialist. It was proposed the classification of training disciplines for Biology teacher training, which are structured according to the orientation to the realization of outcome-based approach. It was found that the formation of professional competence of a future Biology teacher in the system of higher education includes three stages: initial (motivational), basic professional (organizational-active) and vocational adaptability. At each stage there is defined the leading disciplines and their influence on formation of future teacher competence. During  bibliographic, search, system analysis of the set of research sources, it was found that the regulatory documents of the pedagogical university in the domain of training of Biology teachers are: a) normative legal acts in the field of higher education; b) educational and professional programs and curricula for specialists training in speciality 014.05 Secondary education (Biology and human health); c) training programs of bachelor and master’s degrees in speciality 014.05 Secondary education (Biology and human health), which provide in-depth general and professional training.