TEACHING-PEDAGOGICAL PRACTICE IN THE SYSTEM OF PROFESSIONAL TRAINING OF FUTURE PHYSICS TEACHERS

Abstract

The article is devoted to the analysis of some pressing questions of organization and conducting of pedagogical practice in the system of future teacher of physics professional preparation in the aspect of forming his professional culture and competence. The reform of higher pedagogical education in Ukraine is part of the ongoing educational system updates in European countries over the last twenty years. These reforms are driven by ideas of human-centeredness and democratization, recognizing the importance of knowledge as a catalyst for societal well-being and progress, and the creation of a unified educational space. These changes pertain to new educational standards, qualification models, and methodological systems for professional training at the "bachelor" and "master" levels, which are based on activity-based, personality-oriented, and competency-based approaches. These reforms also involve the implementation of educational innovations and new information technologies in teaching and learning. Society entrusts educators with its future and naturally expects them to employ the most effective teaching methods and forms to impart the fundamentals of science. The quality of youth education, their ability to thrive and work in an information-driven society, contribute to a knowledge-based economy, and gain competitive advantages, all hinge on the level of a teacher's professional competence. In today's context of tiered and specialized differentiation, variability in physics school curricula and textbooks, and the development of new information technologies in education, this thesis assumes special significance. In the professional training of future physics teachers, a special place is reserved for pedagogical practice, the main goal of which is for them to acquire initial professional experience in independent work under conditions that closely resemble their future profession. This practice aims to develop pedagogical thinking and professionally significant personal qualities, ultimately leading to the acquisition of professional competence.