Future Physics Teachers Research Articles

Fostering Self-efficacy for Future Physics Teachers: Recommendation of Future Direction of Teacher Education Institutions

<p>Self-efficacy in teaching is essential for pre-service teachers, and its development needs to be started as soon as possible. This research is descriptive research that aims to recommend policies that can be carried out by universities, faculties, and study programs related to the development of pre-service physics teachers' self-efficacy in teaching. The research participants were 113 pre-service physics teachers in one of the teacher education institutions in Indonesia. The research instrument used was an open-ended question questionnaire totaling eight questions, which explores self-efficacy in three aspects, namely general definitions, influencing factors, and lecture activities that can increase teaching self-efficacy. The answers of pre-service physics teachers are grouped based on the study program's authority, faculty, or university. The results show that self-efficacy in teaching is influenced mainly by 1) the mastery experiences, 2) the mastery of content knowledge, 3) social persuasion, and 4) the mastery of pedagogical knowledge. Based on these results, it is necessary to have a policy by the Universities, Faculties, and Study Programs related to the development of self-efficacy in teaching. Policies needed from universities and faculties are to increase the number and length of teaching practice for pre-service teachers. The policy required from the study program is self-efficacy integration in courses, especially courses related to teaching practice. In addition, the study program also needs to make rules or guidelines for lecturers who teach subjects related to teaching practice courses, to provide feedback and reflection, and strengthen teaching practice activities for pre-service teachers.</p>

RESEARCH APPROACH IN METHODOLOGICAL FUTURE SCIENCE TEACHER TRAINING

The article is devoted to a research approach implementation in the methodological training of future science teachers. The author emphasizes the need to develop research competence in higher education students majoring in the subject specialty 014.15 Secondary Education (Natural Sciences) and obtaining a professional qualification of a teacher of natural sciences, physics, chemistry, and biology to work in the New Ukrainian School. The article’s purpose is to reveal the essence of the research competence of future science teachers and the peculiarities of implementing the research approach in their methodological training. It has been established that the research approach involves the organization of the educational process in which learning takes place through research activities. The research competence of future science teachers is interpreted as an integrative quality of a personality that combines motivation for research, methodological knowledge and knowledge of research technologies, research skills, the ability to carry out research activities, organize them with students in teaching science subjects, and evaluate their effectiveness. It is determined that this research competence combines motivational, cognitive, activity-operational, and reflective components. The importance of methodological disciplines in the formation of research competence of future teachers of natural sciences, physics, chemistry, and biology is emphasized. It has been found that the research approach in the methodological training of future teachers requires the use of specific teaching methods and technologies (project, contextual, case technology, research laboratory work). It contributes to the research competence of higher education students development, in particular, their ability to organize students’ research activities in science classes in general secondary education institutions.

Organization of the Work of the School Physics Room within the Framework of the Research Practice of Future Physics Teachers

Introduction. The authors investigate the problem of professional training of a future physics teacher. The organization of scientific and research training of a future physics teacher requires taking into account the peculiarities of methodological work in the school physics classroom. Methodology. This study reflects the methodological and technological foundations of the scientific and research training of future physics teachers within the framework of the organization and functioning of the school physics room in an educational organization. The article presents the essential characteristics of the scientific and research training of future physics teachers (directions 44.04.01 Pedagogical education, program “Physics. Mathematics”) within the framework of the discipline “School physics room”. Results. A series of research tasks for students performed while working with the school physics classroom in the course of their research activities is described. The criteria for evaluating the physics classroom and the difficulties faced by student trainees are highlighted. Conclusions. The developed set of didactic materials and the proven organization of the course on the discipline “School Physics room” contribute to the formation of professional competencies of future physics teachers.

TECHNOPARK OF UNIVERSAL PEDAGOGICAL COMPETENCIES IN THE SYSTEM OF PROFESSIONAL TRAINING FAILITIES OF FUTURE PHYSICS TEACHERS

Background. The article deals with the problem of improving the system of professional education for future physics teachers. As part of the program “Teacher of the future generation of Russia” in order to improve the material base in the pedagogical universities of the country modern educational spaces were created - Technoparks of universal pedagogical competencies. Purpose. To reveal the potential of the technopark of universal pedagogical competencies as an innovative means of increasing the effectiveness of training future physics teachers. Materials and methods. The methodological basis of the work is made up of systematic, competence-based and technological approaches. Theoretical analysis of scientific literature, pedagogical experiment, observation, testing, comparison, methods of mathematical statistics were used as research methods. Results. The comparative characteristics of the Тechnopark equipment and the equipment of the university laboratories was conducted, which became the basis for revealing the potential of the Тechnopark. The positive impact of the technopark on the development of key professional competencies of future physics teachers has been experimentally proven. The level of development of professional competencies of future physics teachers was diagnosed. Statistical processing of the results obtained was carried out using Fisher’s exact test, indicating the significance of differences between the selected groups of students. Practical recommendations for the implementation of this educational facility are formulated. The prospect of further study of the problem is assumed.

The development of digital educational materials on tribology and their application in the formation of the professional competence of future physics teachers

Tribology, as a science that studies friction in mechanisms and their wear, occupies an important place in the combination of education, science and industry. Therefore, the training of future physics teachers in the field of tribology is one of the urgent issues. The purpose of this study is to increase the effectiveness of teaching in the field of tribology and to evaluate the effectiveness of digital education in forming the professional competencies of students in this field. This research also used the methods of modeling in a digital environment, software and constructive design along with the methods of theoretical analysis. In addition, a pedagogical experiment was conducted in which 86 students participated. The learning outcomes were assessed using questionnaires. As a result of the research, an elective course “Physical Foundations of Tribology” was developed and digital resources for the discipline are included in the educational program. The results showed that the students in these programs have a high level of professional creativity and a positive attitude towards creative educational activities. They are also sufficiently prepared to use digital learning materials for this course (M = 3.89). The educational and methodological test showed how well e-learning resources have been developed to help students master the discipline of tribology at a professional level. This is evidenced by the fact that about 75% of students demonstrated a high level of professional knowledge and abilities. The results of the study are recommended to be used at all stages of training future teachers.

KEY PRINCIPLES OF FUNDAMENTALIZATION ASSESSMENT OF THE QUALITY OF KNOWLEDGE OF FUTURE PHYSICS TEACHERS

The article defines and characterizes a number of key principles of fundamentalization of the assessment of the quality of knowledge of future physics teachers: effective monitoring, generalization of knowledge, complexity, phasing, technological innovations, strategic planning, active use of scientific and pedagogical knowledge. Thus, the principle of effective monitoring involves taking into account three main aspects of monitoring, which are important in the context of improving the quality of student training in the university environment (organizational-management, procedural-didactic, intra-personal) and implements a number of management functions of monitoring the quality of knowledge of future physics teachers through planning and forecasting, organizational leadership, administrative activities, motivational measures, control and diagnostic measures, information analysis. The principle of generalization of knowledge as a key principle of foundationalization of the assessment of the quality of knowledge of future physics teachers is aimed at determining the necessary minimum knowledge that will allow the specialist to successfully solve the professional tasks facing him in modern society. The principle of complexity provides orientation to the evaluation of the quality of the educational process by components (target, motivational, content, operational-activity, control-regulatory, evaluation-resultative) and compliance with a number of requirements when evaluating the quality of knowledge of future physics teachers (planning, systematicity and systematicity, objectivity, openness and transparency, economy, subject matter, taking into account the individual capabilities of students, unity of requirements). The principle of phasing as a principle of foundationalization of the quality of knowledge assessment of future physics teachers implies that this process should be considered as the creation of a holistic system of evaluation of the professional activity of future physics teachers, which meets the standard of higher education, which includes the professionalization stage, the foundationalization stage and the stage of practical readiness. The principle of technological innovation involves the selection of new methods, means and forms of organization for assessing the quality of knowledge of future physics teachers, thereby designing an innovative system for assessing the fundamental knowledge of physics students. The principle of strategic planning provides: the orientation of the process of professional training of physics teachers on the development of the personality of the future specialist through the creation of an objective evaluation system in the context of academic integrity; development of a strategic evaluation plan; compliance of the didactic process with modern trends in the development of science, technology and educational and scientific trends; optimal combination of various forms and methods of assessing the quality of knowledge of future physics teachers; rational application of digital tools for assessing the quality of knowledge at various stages of training at the university; compliance of the training results of future physics teachers with the requirements set forth by the field of their professional activity, ensuring their competitiveness in the market of educational services. The principle of active use of scientific and pedagogical knowledge provides that the creation of a system for assessing the quality of knowledge of future physics teachers should reflect the current state of pedagogical science in the context of monitoring the quality of education, predict future directions and prospects for development, as well as consider cause-and-effect relationships, interrelationships and the influence of the content of professional training on program results at the level of theoretical generalizations. It was found that the process of assessing the quality of knowledge of future physics teachers is planned as follows: conduct an analysis of the course (each educational component) to develop an assessment that will meet the goals and methods of the course; drawing up a calendar plan for control, which covers different stages of training: before the start, during training and at the end of the course; the choice of control methods that correspond to the goals and phases of control; selection of assessment tools, such as tests, surveys, problem-solving, in particular, tools based on the use of digital technologies; determining the weight of the current control in the final result.

Use of analogies by future Physics teachers in conducting supervised internship activities

Use of analogies by future Physics teachers in conducting supervised internship activities

DESCRIPTION OF EDUCATIONAL RESULTS OF TRAINING FUTURE PHYSICS TEACHERS TO RESEARCH ACTIVITIES

The article updated the problem of the formation of design and research skills in the process of university training of a physics teacher, due to the requirements for creating an end-to-end trajectory for the formation of research competencies. The subject of analysis is design and research skills that determine the educational results of preparing future teachers for research activities. The purpose of the study is to determine the content of the educational results of preparing future physics teachers for research activities and to develop a form for representing the end-to-end trajectory of the formation of design and research skills. Methodology. The methodological basis of the study was systemic, activity, competence and interdisciplinary approaches. Methods used: analysis, synthesis, generalization, concretization, classification. Results. Dedicated groups of educational results of training future teachers for research activities are presented in the form of design and research skills that underlie research activities. The basis for the allocation of groups was: the methodology of scientific research; technological basis of research activities; educational product design; checking its implementation in practice; professionally significant personal qualities of the teacher. Practical implications. The proposed form of presentation of the end-to-end trajectory of the formation of project and research skills in the form of a training module allows the selection of educational disciplines, special courses, including practices in the process of preparing the future teacher for research activities.

PREPARATION OF FUTURE TEACHERS FOR TRAINING PHYSICS IN INSTITUTIONS OF PROFESSIONAL PRE-HIGHER EDUCATION AND VOCATIONAL EDUCATION

The article highlights relevant aspects of training future teachers of physics in institutions of professional pre-higher education, vocational education and modelling of practice-oriented tasks. The authors justified the importance of modernizing the content of relevant programmes of the "Physics" discipline, considering the profession of students at professional colleges and lyceums. It is noted that studying physics contributes to the formation of subject competencies of students, the ability to analyse, systematize, generalize information, overcome difficulties of adaptation to professional activity. Based on the analysis of scientific sources, the target, content, operational-activity, diagnostic-resultative blocks of the structural-functional model of training future teachers for teaching physics in institutions of professional pre-higher education and vocational education were selected. The target block is based on the socio-economic demand of society for qualified specialists. The content block contains pedagogical, psychological, methodical, and technological knowledge. Gnostic (research), design, organizational, and communication skills are highlighted in the structure of the operational-activity block. The diagnostic-resultative block will help the physics teacher to make corrections in the process of professional training of college students and vocational-technical lyceums. The importance of practice-oriented tasks in the process of learning physics for students of professional higher education and professional and technical education is indicated. Differences between practice-oriented tasks and other physical tasks are determined. The structure (name of the task, individually meaningful cognitive question, information, task involving work with information) and the algorithm of preparation for creating tasks of practical content in physics are presented. The methodology of teaching simulation of practice-oriented tasks in the process of studying the educational component "Methodology of teaching physics in a specialized school" is illustrated.

ANALISIS KEMAMPUAN LITERASI SAINS BERDASARKAN KERANGKA PISA DALAM MATA PELAJARAN IPA TERPADU

The goal of education in the twenty-first century is to raise students' scientific literacy. According to the PISA study, Indonesian students have very low levels of scientific literacy, which can be attributed to curricular factors, teacher effectiveness, and student characteristics. Educating future physics teachers about literacy is important because it shapes their behaviour, thought processes, and sense of responsibility for the cosmos and society. Using a mixed methods, this study assesses the scientific literacy of UINAR students aspiring to become physics teachers. The findings indicate that a sufficient 56.27 is the average scientific literacy ability. The learning process is primarily conceptual in nature, with little emphasis on the development of critical thinking skills or enthusiasm for solving scientific literacy problems.

«TECHNOLOGY OF LANDSCAPING EDUCATIONAL INSTITUTIONS» PROJECT AS A BASIS FOR ENVIRONMENTAL EDUCATION OF PHYSICS TEACHERS DURING THEIR FUNDAMENTAL TRAINING: ISRAELI EXPERIENCE

This article addresses the pressing issue of fundamental training for future physics teachers, emphasizing the need to bridge theory and practice, integrate natural sciences with environmental education, and develop students’ research and environmental competencies. The focus is on the importance of collaborative project activities between educators and future physics teachers as a cornerstone of comprehensive training. The author introduces the project “Technology of Landscaping Educational Institutions” as a key method for environmental education during the fundamental training of physics teachers at a pedagogical university. Key project tasks included: 1) identifying ecological foundations for creating green spaces in educational institutions; 2) describing functional zones within the institution for potential improvements; 3) substantiating the roles of green spaces in the educational yard; 4) developing landscaping technology for the institution’s courtyard; and 5) exploring international landscaping practices through the example of Ariel University in Israel. The project was carried out through partnership pedagogy, cross-cultural communication, and inter-university cooperation between V.G. Korolenko Poltava National Pedagogical University and Ariel University. During the project, students, who are future physics teachers from V.G. Korolenko Poltava National Pedagogical University, engaged with scientific sources and the website of Ariel University. They participated in virtual tours of Ariel University’s campus and attended online consultations to assist with project tasks. As a result, Ukrainian students developed and presented reports on the technology of environmentalization for educational institutions and proposed their own landscape design concepts for the Poltava National Pedagogical University’s grounds. The project “Technology of Landscaping Educational Institutions” is a paragon of partnership pedagogy, cross-cultural communication, and inter-university collaboration. Knowing the nature, students become harmoniously developed and comprehensively aware personalities, which is an important element of modern educational process.

STEM Education as a Tool for the Effective Implementation of the Applied Orientation of Physics Teaching

Given the High role of future physics teachers in the development of Natural Science and technology, it is undoubtedly relevant to promote them to become competitive specialists in their professional activities. Therefore, there is a need to create an opportunity for future physics teachers to take a place in the world competition in the field of Science and technology by identifying advanced technologies for mastering professional competencies, introducing them into the educational process. As one of the advanced technologies – STEM education allows future physics teachers to develop as a person who can meet the requirements of the labor market, business and high-tech industries. Therefore, in the article, we considered effective methods of teaching, such as deep and comprehensive acquisition of knowledge through the wide use of Information Communication and STEM technologies in the teaching of the subject “Electricity and Magnetism”, as well as the problems of mastering the scientific foundations of the subject. He not only acquired knowledge from the subject “Electricity and magnetism”, but also applied the knowledge gained in everyday life, equipment, technology, etc. we showed the ways of developing the student's ability to think and creative activity.

Study of the level of training future school physics teachers in methods of physics experiments

Introduction. Experiments are fundamental to the physics teacher’s profession, as well as to other natural science subjects. Knowledge of issues which arise in training students in educational physics experiment improves mastery of the subject. This fact accounts for the relevance of the study and the need to objectively monitor the quality of methodological and subject training of future physics teachers. The article, based on theoretical and experimental research, aims to analyze the level of students’ training, to find out and present objective and subjective reasons that influence the quality of future physics teachers’ mastery of the methods of school experiments, and, based on conclusions and consequences, to make recommendations for improving the educational process at higher education institutions. Methodology and methods. The study was conducted at Vyatka State University (Russia) among 78 students of pedagogical education course (with two training profiles: physics and computer science). The methodology included the organization of exploratory research through the constructed norms, knowledge and skills for the purpose of conducting internal monitoring of student training in educational physics experiment. Results. The study in various aspects revealed a low level of students’ acquisition of the didactic and methodological potential of experiments, and of experiments as a subject activity and as a means of teaching (methodological component). Only 30.8% of test takers were able to answer half the questions sufficiently correctly, and only 2.6% answered all the questions correctly. Only 30.8% gave a complete answer to one of the main research questions: “How are students’ activities organized during this demonstration experiment?” Conclusion. The study achieved its goal: the methodology for internal monitoring of the training level of future physics teachers in methods for organizing experiments was theoretically justified and tested. An in-depth study of the diverse didactic possibilities of educational experiments of forming the physics thinking and the scientific worldview of students is needed.

Didactic training of future physics teachers to apply innovative technologies in educational process in the Kyrgyz Republic

Relevance. In the modern world, it is a trained teacher capable of sparking interest students and using innovations in the educational process who can teach physics to schoolchildren qualitatively.Purpose. This determined the purpose of this study � to cover the features of training future physics teachers to use modern technologies in their professional activities.Methodology. To fulfil the purpose, this study employed methods of analysis and synthesis, as well as interviews and the author�s questionnaire to determine the readiness to use innovative technologies (IT).Results. Basic competences were described that a future physics teacher should possess to implement a quality educational process. The role of modern technologies in teaching physics to schoolchildren was defined, and the main innovations that can be used in the learning process were described. To determine the readiness of future physics teachers to apply innovative technologies, a study was conducted among 95 students of Jusup Balasagyn Kyrgyz National University, as well as Osh State University. The findings showed that 52% of students are not ready for practical application of innovative technologies in the learning process, but have a high theoretical background, which proved the need to develop new didactic approaches to prepare future physics teachers for practical application of the acquired knowledge.Conclusions. Based on the study results, didactic approaches to training future physics teachers to apply innovative technologies were proposed, which include cooperation of higher education institutions and schools, mentoring system, creation of microgroups for learning. The findings of this study can be used by the management of higher education institutions to improve the process of preparing students for professional activity, as well as by physics teachers for professional and personal development.

Formation of competencies of future physics teachers when performing research work

Formation of competencies of future physics teachers when performing research work

Competence-based approach as a new strategy for preparing future Physics teachers to form a scientific worldview of students

Relevance. In the context of reforming the socio-economic, political and cultural life of the country, the modernisation of secondary and higher schools, the change of the educational paradigm and teaching technologies, the problems of training teachers of a new development are of particular relevance. A special place in the training of qualified specialists is given to integration education. Purpose. The purpose of this scientific article is to consider the problems of professional training of future physics teachers, concerning the development of the scientific worldview of students in the conditions of reforming the socio-economic, political and cultural life of the Republic of Kazakhstan. Methodology. The basic method of the scientific article is a systematic analysis of the existing process of modernisation of secondary and higher schools, the change of educational paradigm and learning technologies in the Republic of Kazakhstan, with reference to the conditions of reforming socio-economic, political and cultural life, in which the forecasting method is integrated to determine the general trends in the development of the education system for a specific period of time. Results. In the form of activities related to the profession, there is an increasing need for specialists of a wide profile who are able to mobilise the knowledge gained from various fields of science. The strategy of improving the professional training of future physics teachers assumes a conscious systematic organisation of the management of the educational process. The article succinctly describes the elements of this system organisation. Conclusions. The results of this scientific article are of particular importance for modern science and production, which are developing simultaneously in the direction of specialisation and integration, in activities that are associated with industrial professions, where the need for broad-profile specialists is increasing, who are able to mobilise the knowledge gained from various fields of science.

Training of the future physics teachers for implementation of the tasks of physical and environmental education

Relevance. The article is devoted to the problem of training of the future physics teachers for implementation of the tasks of physical and environmental education in Kazakhstan. The training of teachers in related subjects for integrated learning has become the main difference between the updated content of education, which has been introduced into the general education system of the Republic of Kazakhstan since 2016.Purpose. The purpose of the study is to theoretically characterize the training of future physics teachers for implementation of the tasks of physical and environmental education.Methodology. In the course of the study, a set of methods has been used, including the following groups: general scientific (analysis, synthesis, classification, generalization, deduction, induction), specific scientific (modeling method, system analysis, structural-logical analysis); empirical (interviews with lecturers and teachers). In the process of training of a physics teacher for implementation of the tasks of physical and environmental education, it is necessary to constantly monitor the issues of how the future physics teacher owns the actual material, how he uses modern innovative teaching technologies.Results. It has been revealed that the specialist�s scientific style of thinking focuses on the realization of his objective need to master the culture of using the physical-ecological approach as the main adequate method used in the real educational activities. It has been determined that the lecture-laboratory form is the most common form in training of the future physics teachers.Conclusions. The practical significance of the work lies in the fact that the main provisions of the study can be used by scientists in further searches regarding the improvement of foundations for training of the future physics teachers to implement the tasks of physical and environmental education and to develop the teaching aids and methodological recommendations.

The entry profile of a pre-service physics teachers and the development of their professional competences

In the paper, we reflect on various factors of motivation of pre-service physics teacher. Based on the data obtained from the entrance questionnaires of incoming students for the previous four years and a structured interview with current students studying in all grades, we create a professional entry profile of a future physics teacher student. Based on international standards, current trends, current and future needs of school practice, we characterize the professional competences of a physics teacher graduate. In the conditions of the Slovak educational space, we are looking for a breakthrough with the updated description of the field of study teaching and pedagogical sciences and standards for study programs. We present the goals and key elements of the university training of future physics teachers, educational methods, educational content and links to pedagogical practice.

Methodological foundations for teaching nanotechnology in the training of future physics teachers

Methodological foundations for teaching nanotechnology in the training of future physics teachers

Improvement of the Professional and Methodical Training of Future Physics Teachers

The relevance of this study is conditioned by the fact that the law on education in the Republic of Kazakhstan was updated in 2020, which allows for considering the training of a future physics teacher from a new perspective. The purpose of this study is to develop and introduce instructional foundations for improving the system of professional and methodical training of future physics teachers in the Republic of Kazakhstan. Several models of this system are considered in detail: structural and multilevel. It has been proven that the basis of the system of methodical training for a future physics teacher is the course “Methods of teaching subjects (physics)”. For this purpose, the following research methods were used: analysis and synthesis, design, logical analysis, and the positions of scientific objectivity, systematisation in the study of the professional and methodical training of future physics teachers in the Republic of Kazakhstan. The paper provides a detailed description of the analysed discipline (goals, objectives, principles of choosing the content and design of pedagogical material, and features of the organisation of the educational process). This study provides vital insights into the development and implementation of improved training systems for future physics teachers in Kazakhstan. By focusing on both theoretical and practical aspects of teacher training and aligning them with labor market demands, it sets a precedent for creating more effective and adaptable educational frameworks. These advancements not only enhance the professional competencies of future physics teachers but also promise to elevate the quality of physics education in the region, ultimately contributing to the betterment of educational standards and practices.