IDEATHON AS A TOOL FOR THE FORMATION OF PROFESSIONAL COMPETENCIES OF FUTURE PHYSICS AND COMPUTER SCIENCE TEACHERS IN EXTRACURRICULAR ACTIVITIES

Abstract

Summary. Current transformations in secondary and higher pedagogical education caused by digitalization, the implementation of the New Ukrainian School concept, and the renewal of the Teacher Professional Standard require fundamentally new approaches to the professional training of future physics and computer science teachers. Modern teachers are expected not only to possess deep subject knowledge but also to demonstrate innovative thinking, readiness for interdisciplinary integration, partnership-based interaction, and continuous professional development. However, the predominance of traditional classroom-based instruction in higher education institutions significantly limits opportunities for the integrated formation of professional competencies. At the same time, the educational potential of extracurricular activities, particularly in the context of competency-based teacher training, remains insufficiently systematized and theoretically substantiated.

Purpose. The purpose of the article is to theoretically substantiate the ideathon as a modern form of organizing students’ extracurricular activities and to analyze its potential for developing the professional competencies of future physics and computer science teachers.

Methods. The study employed methods of analysis and synthesis of scientific and pedagogical sources, examination of regulatory and normative documents in the field of teacher education, pedagogical modeling, observation, analysis of educational practice, and reflective analysis of the experience gained during the implementation of the DIGITAL CHALK IDEATHON.

Results. The essence of the ideathon as an intensive team-based extracurricular activity aimed at generating and presenting creative educational ideas was clarified. Its main stages, pedagogical principles, and conditions for effective implementation in higher pedagogical education were identified. The results demonstrate that participation in an ideathon contributes to the integrated development of communicative, subject-methodological, innovative, organizational, psychological, inclusive, evaluative-analytical competencies, as well as lifelong learning skills. The role of the mentor was substantiated as a facilitator of teamwork, coordinator of project activities, and supporter of students’ reflective and creative processes.

Originality. The scientific originality of the study lies in substantiating the ideathon as a purposeful tool for developing the professional competencies of future physics and computer science teachers within extracurricular activities and in identifying pedagogical conditions that ensure its effectiveness.

Conclusion. The ideathon is concluded to be an effective form of integrating formal and non-formal education that enhances professional training, motivates students’ creative engagement, and can be recommended for systematic implementation in higher pedagogical education institutions.