Methodological Approaches and Didactic Competence of a Modern Physics Teacher

Abstract

The relevance of the research is determined by the need for comprehensive training of future physics teachers in the context of educational modernisation, which determines the search for new methodological approaches for their mastery of competencies, didactic in particular. The purpose of the study is to substantiate ways to improve the didactic competence of a modern physics teacher in accordance with the updated educational methodology. The achievement of this goal of research took place based on general research methods, including structural analysis, synthesis and systematisation. The article highlights a new understanding of the role and place of teachers in the educational process, where learning management is considered as a complex process that considers the heterogeneity of the educational environment and the ambiguity of didactic interaction. The main functions of physics as an academic discipline are highlighted based on the analysis of its methodological foundations. The use of methodological approaches to the development of didactic competence of physics teachers is justified, in particular, attention was drawn to competence-based, systematic, integrative and praxeological methodological approaches. The basic provisions of building a physics course in a vocational school are defined. Five stages of consistent implementation of the integrative approach in the educational and cognitive process of a physics teacher are identified and described. Conclusions are drawn about the expediency of developing the didactic competence of a physics teacher based on leading methodological approaches. The value of scientific work lies in identifying and justifying the main stages of the integrative approach in the pedagogical activity of a physics teacher, which will allow us to further develop methodological provisions for its application in practice