Practice-Oriented Approach as the Basis for Professional Training of Future Chemistry Teachers

Abstract

The purpose of the article is to theoretically substantiate the essence of a practice-oriented approach as the basis for professional training of future chemistry teachers, clarify its conceptual and methodological foundations, and determine the role of this approach in shaping the professional competence and readiness of future teachers for pedagogical activity in the context of modernization of higher pedagogical education. The study uses a complex of theoretical methods of scientific cognition: analysis, synthesis, generalization, and systematization of domestic and foreign scientific and pedagogical sources on the problem of implementing a practice-oriented approach in the professional training of future chemistry teachers; retrospective and comparative analysis of philosophical and pedagogical ideas regarding the relationship between theory and practice in education; analysis of regulatory and legal documents governing professional activity and teacher training; theoretical modeling to clarify the essence, structural components, and conceptual foundations of the implementation of a practice-oriented approach as a comprehensive system of professional training for future chemistry teachers. It has been established that a practice-oriented approach should be considered as a holistic method of organizing the educational process and a professionally oriented educational environment that ensures the integration of theoretical chemical, psychological, pedagogical, and methodological training with practical activities. It has been proven that its implementation, based on a combination of practice-oriented, competency-based, activity-based, contextual, and technological approaches, as well as D. Kolb's idea of learning through experience, contributes to the gradual formation of professional competencies, pedagogical reflection, professional identity, the development of critical thinking and internal motivation, as well as the transformation of learning activities into professional ones. It is substantiated that the practice-oriented approach is a system-forming element of the professional training of future chemistry teachers and corresponds to modern educational priorities, ensuring the alignment of the professional training of future teachers with the requirements of real pedagogical practice.