Search
| # | Search | Downloads | ||||
|---|---|---|---|---|---|---|
| 1 | The article presents the experience of methodological training for future biology teachers in organizing research activities. Research activity is considered as a system of creative work carried out through the search for new, effective forms, methods, and technologies of its organization, enhancing the professional competence of future biology teachers, and aimed at developing methodological competence. The research activity of future biology teachers is presented as a comprehensive system of the educational process, including methodological training in organizing and conducting research activities at each stage, taking into account the specifics of the disciplines studied. The content of research activities has been structured at two educational levels (bachelor’s and master’s degrees) along the trajectory of developing research activities and forming professional methodological competencies. Starting from the first year of the bachelor’s program, students specialize in departments and laboratories of biological and chemical profiles, performing a sequential series of educational research. The transition to a qualitatively new level of research activity occurs in the third year with the study of the discipline “Methods of Teaching Biology,” where methodological competencies are mastered within the framework of a research project. The trajectory of developing professional methodological competence covers all disciplines of the curriculum for the training program for biology and chemistry teachers. The model of methodological training for organizing the research activities of a teacher-researcher is presented by us in stages: the first stage–forming fundamental knowledge and understanding of pedagogical activity; the second stage–main theoretical; the third – practical; the fourth stage – improvement; the fifth–professional mastery. In the presented system, research activity has become an important component of professional methodological competence. Experimental testing of the model has shown that research activity becomes a key component of professional methodological competence. The systematic organization of work on designing, implementing, and creating new methodological products ensures the progressive development of professional competencies. The diagnostic results confirmed the effectiveness of the proposed training system, demonstrating an increase in the level of formation of professional competencies among future biology teachers. A comparative analysis of diagnostic data revealed that the growth of professional competencies is associated with the organization of research activities. Keywords: рroject, research activity, methodological competence, methodological training, bachelor’s degree, master’s degree, teacher-researcher, future biology teachers | 7 | ||||