PEDAGOGY AS THE BASIS OF PROFESSIONAL FORMATION OF FUTURE TEACHERS OF NATURAL SCIENCES, MATHEMATICS AND COMPUTER SCIENCE

Abstract

Summary. Introduction. Pedagogy is a basic science in higher pedagogical education institutions and plays a leading role in the professional formation of future teachers. It forms the graduate’s pedagogical worldview, professional and value orientations, communicative culture and model of behaviour in future professional activities, as well as the ability for pedagogical reflection and creative solution of educational and training tasks.

Purpose. The purpose of the article is to highlight the content and role of pedagogical disciplines in the process of training future teachers of natural sciences, mathematics and computer science in higher education institutions and the influence of pedagogy on their professional formation.

Methods. Theoretical analysis of scientific sources on the topic, systematization and generalization of the collected material, comparison, modeling.

Results. The essence of such concepts as “professional formation”, “professional growth”, “professional competence of future specialists”, “stages of professional formation of a school teacher” is revealed. Attention is focused on one of the important stages of professional formation, namely, professional and educational one that covers the period of students’ studies at a higher education institution, during which basic pedagogical, methodological and psychological knowledge is formed, skills and abilities to analyze pedagogical phenomena are developed, and the first professional self-determination takes place through pedagogical practice. It is found that the professional formation of future teachers of natural sciences, mathematics and computer science takes place on the basis of a competency-based approach to learning through the formation of professional competence in them. It is specified that professional competence includes such important components as pedagogical, psychological, linguistic and communicative, subject-methodical, inclusive, informational and digital, emotional and ethical, reflective, design, health-preserving, organizational, evaluative and analytical, prognostic, and innovative. It is emphasized that the professional formation of a future teacher in pedagogy classes occurs through the use of innovative teaching methods and technologies by teachers, in particular interactive ones. Examples of using the case-study method in classes on the topic “Regularities and principles of learning” for students of natural sciences; the method of working in creative groups on the topic “Teaching methods and their classification” for future physics teachers; the role-playing method “Informatics lesson on the topic ‘Objects, their properties, the meaning of object properties” for future computer science teachers are given.

Originality. The key concepts of the topic and the relationship between them are clarified, with examples showing how the professional formation of future teachers of natural sciences, mathematics and computer science takes place through the use of interactive learning methods by the teacher.

Conclusion. The training of future teachers of natural sciences, mathematics and computer science in pedagogy classes is aimed at their professional formation and the formation of professional competence, which is necessary for a teacher to provide effective teaching of subjects in a modern school. In our opinion, the problem of preparing future teachers of the above-mentioned profile for project activities requires further research.