BASED ON EXPERIENCE IN GRANTING PROFESSIONAL QUALIFICATIONS TO FUTURE TEACHERS IN THE FIELD OF SCIENCE EDUCATION

Abstract

This article examines the issue of improving the process of awarding professional qualifications to graduates of higher education institutions specializing in teacher training in the context of Ukrainian education reform and the implementation of professional standards. This study analyzes the legal framework for awarding professional qualifications to future teachers and the requirements for the certification of higher education institution graduates, taking into account contemporary educational and social challenges. Based on an analysis of domestic and international experience in conducting qualification exams, three models of teacher certification have been identified: 1. Finland: provides direct access to the profession. 2. Poland: career advancement steps. 3. The United States and the United Kingdom: qualification exams and licensing. This article describes the experience of the Volodymyr Hnatiuk Ternopil National Pedagogical University in implementing a competency-based approach to the evaluation of graduates of the “Secondary Education (Biology and Human Health, Chemistry)” program, based on the analysis of pedagogical case studies and their connection to the acquisition of professional qualifications. A modern, practice-oriented algorithm has been developed to assess the professional readiness of higher education graduates to perform their duties in general secondary education institutions; a model for the certification of future science teachers (the form and content of a comprehensive qualification exam) and criteria for assessing the level of development of professional competencies have been defined as the basis for awarding professional qualifications. A four-component structure for a comprehensive qualifying exam has been developed and tested, which assesses the knowledge-based, analytical, and practice-oriented levels of a master’s student’s preparation. Specifically: Section 1. Comprehensive testing. Block 2. Methodological analysis of student tasks (NUSHoriented approach). Block 3. Case studies (resolving two professional-pedagogical situations). Block 4. Professional development (planning one’s own trajectory of improvement).