CRITERIA AND INDICATORS OF EFFECTIVENESS OF IMPLEMENTATION OF A PRACTICE-ORIENTED APPROACH IN THE PROFESSIONAL TRAINING OF FUTURE CHEMISTRY TEACHERS

Abstract

The article is devoted to the theoretical justification and specification of the criteria-diagnostic apparatus for assessing the professional readiness of future chemistry teachers for pedagogical activity. The aim is to theoretically substantiate a system of criteria, indicators, and levels of professional readiness of future chemistry teachers for pedagogical activity as a tool for assessing the effectiveness of the implementation of a practice-oriented approach in the process of professional training. The article proves that in the context of the implementation of the competency paradigm and the requirements of the Professional Standard for Teachers, the practice-oriented approach is a key methodological guideline that ensures the integration of theoretical knowledge with real experience in teaching. Based on an analysis of contemporary approaches (practice-oriented, competency-based, activity-based, contextual, D. Kolb's idea of learning through experience, technological), a comprehensive structure of the professional readiness of future chemistry teachers for pedagogical activity is proposed, covering four interrelated components. The motivational and value component reveals the student's inner orientation toward the teaching profession, acceptance of its values, and awareness of the social significance of teaching chemistry. The cognitive component characterizes not only the amount of fundamental chemical, psychological, pedagogical, and methodological knowledge acquired, but also the ability to integrate it across disciplines, transform it didactically, and adapt it to the requirements of modern schools. The activity-practical component is interpreted as “knowledge in action,” which manifests itself in the student's ability to model the educational process, effectively use chemical experiments, digital resources, virtual laboratories, etc. The reflective component determines the future specialist's ability to critically self-analyse professional actions, evaluate students' educational results, and be ready for continuous self-improvement. The article details a system of criteria (motivational, cognitive, activity-based, reflective), indicators, and levels of professional readiness of future chemistry teachers for pedagogical activity (low, medium, high). It has been established that the proposed diagnostic toolkit will contribute to objective monitoring of the professional readiness of future chemistry teachers for pedagogical activity, activation of cognitive and reflective activity of students in the process of pedagogical practice, correction of the content of professional training in order to bridge the gap between theory and practice, and increasing the adaptability of graduates to the real conditions of professional activity in the context of the digitalization of education.