THE PROBLEM OF FUNDAMENTALIZING THE TRAINING OF NATURAL SCIENCE TEACHERS IN HIGHER EDUCATION INSTITUTIONS

Abstract

The article examines the conditions of fundamentalization of professional and pedagogical training for future teachers of natural sciences. The authors emphasize that the solution to the problem of theoretical and methodological prerequisites for the professional training of science teachers should be sought in the understanding of the categories “culture” and “methodology” and, as a result, in the awareness of the fact that science teachers aim to understand the that they are fundamental. that, probably, not every activity needs a certain culture of its organization, as well as systematic justification. The goal is to reveal the problem of fundamentalization of the training of future natural sciences teachers in higher education institutions. The Conceptual Foundations of the Development of Pedagogical Education emphasize the need to create a system of pedagogical education based on global and national heritage, and established European traditions, and ensure the training of pedagogical workers capable of carrying out professional activities in democratic conditions. Humanistic foundations are the basis of the implementation of educational policy as a priority function of the state for the development and self-realization of the individual, the satisfaction of his educational spiritual, and cultural requests, and the need to be competitive in the labor market. Changing the orientation of teaching methods – from personality formation to personality development strategies and self-development – requires differentiated, diversified, multi-level, basic, computerized, personalized, continuous, humane cultural studies and humanization. theory and practice of education and is considered an absolute priority of the 21st century. These priorities are indicated in the main document adopted as part of the Bologna process. The essence and content, the main trends and principles of the construction of the content and technologies of the professional training of the future teacher can be considered from the standpoint of various methodological guidelines, for comprehensive research and comprehensive influence on the formation of the future teacher can be combined in several directions, namely: structuralsystemic, personal oriented, professionally oriented, historical and cultural. To develop the methodical culture of the future teacher, it is necessary to find out the nature of humanistic, competent, cultural, and methodological concepts of professional training, which is discussed in the above material. The considered aspects of professional training are structured in curricula and programs in three cycles of disciplines. Various options for professional and pedagogical training are modeled based on established conceptual approaches to its structure and content based on a holistic and systematic understanding of the essence of this process.