Abstract:

The article substantiates the model of formation of readiness of future chemistry teachers for professional activity and discloses its component composition, which is a set of target, normative, organizational-activity and assessment-resultative blocks. It was established that the target block of the model is represented in the unity of the goal and tasks. The goal of model of forming the readiness of future chemistry teachers for professional activity is revealed. Tasks include: formation and development of positive motives for professional activity; formation and development of knowledge, abilities and skills of professional activity in the form of solving practical tasks; formation and development of the ability and willingness to apply acquired knowledge, skills and abilities in practical pedagogical activities. Methodological approaches: systemic, person-oriented, practice-oriented, and the principles of: accessibility, relationship between theory and practice, systematic and consistency, individualization and differentiation, reflexivity are justified.

It was revealed that the normative block of the model contains requirements that are mandatory during the implementation of the Secondary Education (Chemistry) educational program of the first bachelor’s level by institutions of higher education, specified in the State Standard of Basic Secondary Education. It has been proven that the organizational and activity block reflects the peculiarities of training future chemistry teachers by solving practical tasks in the conditions of pedagogical practice. For this, the variable discipline «Pedagogical mastery of solving practical problems in chemistry» was developed. Active and interactive methods of conducting classes (computer simulations, business and role-playing games, analysis of specific situations, psychological and other trainings) and forms of education are defined: practical classes, laboratory work, analysis of lessons conducted by teachers and students (after attending classes, and also by video recordings, lesson notes, etc.), individual and group consultations.

The means of education have been determined: printed (programs and curricula, textbooks, teaching aids, workshops, collections of tasks, instructional cards, etc.); audiovisual (presentations, video films); visual (posters, tables, illustrations); demonstration (models, educational devices and devices for experiments); graphic (diagrams, drawings); digital (computer programs, Internet). The assessment-result block of the model with criteria and level indicators of readiness of future chemistry teachers for professional activity is presented. The structure of the readiness of future chemistry teachers for professional activity in the unity of motivational, objective, content, activity, reflective criteria and their levels: low, medium, high was determined.

Keywords: model, formation, readiness, future chemistry teachers, professional activity, blocks, criteria.

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