Modeling the informal educational environment to form motivation for self-education in future physics teachers

Abstract

The article explores the model of implementation of informal education as a significant factor in the formation of motivation for self-education in future physics teachers. It is emphasized that modern education, in particular pedagogical education, requires a combination of formal, informal and informal components that ensure the integrity of the professional development of a future teacher. An analysis of the scientific approaches of domestic and foreign researchers (D. Livingston, M. Eraut, P. Verkin, O. Anishchenko, S. Pryima, L. Vashchenko, N. Gushchyna, etc.) to understanding the content of informal education, its meaning and functions for the implementation of lifelong learning is conducted. It is found that informal education contributes to the development of internal motivation, cognitive activity, subject and professional competencies. It provides the opportunity for independent acquisition of new knowledge in flexible, accessible and personally oriented conditions.The study identified the main models of implementing informal education during the professional training of future physics teachers: creating video blogs and podcasts to popularize physical knowledge, participating in popular science events, STEM hackathons, science competitions and festivals, as well as using and mastering digital technologies and online platforms (PhET, Tinkercad Circuits, GeoGebra, etc.). It was noted that such activities not only contribute to the development of information and communicative competence, but also stimulate activity in self-education and professional self-realization of students. It was shown that informal education contributes to the formation of internal motivation for learning through creative self-realization, self-development and involvement in professional communities. It was concluded that the introduction of the informal education model into the training of future physics teachers is an effective means of developing their self-educational competence, improving the quality of professional training and ensuring the continuity of pedagogical education. Further research should be directed towards the development of methodological models for combining formal, non-formal and informal education in the system of teacher training.