Методологічні підходи до вивчення проблеми формування готовності майбутніх учителів біології до професійної діяльності в процесі практичної підготовки

Abstract

У статті висвітлено особливості застосування методологічних підходів у процесі формування готовності майбутніх учителів біології до професійної діяльності в процесі практичної підготовки. Розкрито сутність понять «методологія», «підхід» і «методологічний підхід». За результатами проведеного аналізу генези проблеми професійної підготовки майбутніх учителів біології обґрунтовано та з’ясовано важливість використання інтегративного, контекстного, системного, діяльнісного й середовищного методологічних підходів у запропонованому дослідженні. The article describes the peculiarities of the application of methodological approaches in the process of forming the readiness of future teachers of biology to professional activity in the process of practical training. The essence of concepts «methodology», «approach» and «methodological approach» are revealed. According to the results of the genesis analysis, the problems of the training of future biology teachers are substantiated and the importance of using the integrative, context, systematic activity and environmental methodological approaches in the proposed study is substantiated. In the process of practical training, the activity approach involves the organization of laboratory and practical classes, field training and pedagogical practices through the implementation of complex practical actions, behaviors necessary for future teachers of biology in further professional activities to solve real educational and educational tasks. The environmental approach is a priority in the practical training of biologists, in the process of which a readiness for professional activity is formed, and it involves the interdependence of the natural and educational environments. An integrative approach is chosen from the standpoint of the importance of establishing interrelationships between natural sciences (botany, ecology, zoology, plant physiology, genetics with the basics of selection, molecular biology, etc.) and integration with pedagogical and psychological disciplines in the process of forming the readiness of future biology teachers for professional activity under conditions practical training. The context approach is outlined as the main stage in the formation of quasi-professional training for the professional activities of biologists. The system approach is recognized as fundamental in the research from the point of view of harmonization of the system of practical training as a subsystem of a holistic educational process, which induces the search for such components and properties that ensure its stability, determine the kind and prospect of further development of personality as a coherent system. The above approaches do not contradict each other, but, on the contrary, complement each other, providing a choice of tactics of scientific research, the corresponding forms, methods and means of study, as well as the content of training future specialists.