Practice-oriented Tasks as a Means of Forming Professional Competencies of a Future Teacher at a Pedagogical University

Abstract

The article actualizes the formation of professional competencies of a future teacher at a pedagogical university through practice-oriented tasks. The process of practice-oriented training of a future biology teacher at a pedagogical university can be carried out with the use of various means. One of these tools is practice-oriented tasks. Under them, the authors consider a special type of teaching assignment of a teacher to students, which contains a set of requirements to perform intellectual and (or) applied educational and cognitive actions for optimal mastering of professionally-oriented content. The article presents competencies and provides examples of tasks for each of them. The purpose of the article. Presentation of practice-oriented tasks as one of the means of forming professional competencies of a future teacher at a pedagogical university. Research methodology. The priority methodological basis is a competence–based approach that determines the use of practice-oriented tasks in the aspects of “know”, “be able”, “own” in the process of preparing a future teacher. Research methods. Methods of the theoretical level – analysis of published sources on the stated topic, systematization and generalization of research material. Methods of the empirical level – pedagogical experiment, diagnostics of the state of the ability of students – future teachers to perform practice-oriented tasks, elementary mathematical calculations of the data obtained and their interpretation. Conclusion. The original tasks proposed by the authors, developed on the basis of a competence–based approach, are acceptable for professionally oriented training of students – future teachers at a pedagogical university.