Blazhko O. Theoretical and methodological framework of training teachers-to-be for subject oriented instruction of chemistry to pupils at general educational institutions

Theoretical and methodological framework of training teachers-to-be for subject oriented instruction of chemistry to pupils at secondary educational establishments is theoretically substantiated in the dissertation. The author carried out a survey of regulations as well as scientific literature in the field of psychology, education and methodology with the view to identifying the essence, subject-matter and structure of subject oriented instruction organisation at secondary educational establishments. Outlined are major stages of the development of subject oriented instruction of chemistry. Identified and characterised is the content of the chemistry component in compulsory and elective courses within the educational field of “Environmental Studies” at profession-oriented senior high schools. Both domestic and overseas experience of training future chemistry teachers fall under analysis. Defined is “future teachers’ readiness for subject oriented teaching of chemistry”. Theoretical foundations of training teachers-to-be for subject oriented instruction of chemistry are reflected in the author’s scientific concept. The author worked out a methodological system of training the future teacher for subject oriented instruction of chemistry to pupils at general educational institutions. Substantiated are content and methodological foundations of training teachers-to-be for subject oriented instruction of chemistry to pupils at general educational institutions: identifying the content and structure of specialised instructional technology; improving methods of classroom teaching by means of applying interactive and information and communication technologies, microteaching, story quests; increasing the importance of students’ individual work through the introduction of individual teaching and research tasks of graded complexity; scientific research of future chemistry teachers; creating a teaching package and an electronic learning and teaching support kit as organisational and methodological means of training teachers-to-be; improving the content of teaching practices at senior high schools; developing the means of monitoring and measuring teaching / learning outcomes. The outcomes of the pedagogical experiment prove suitability and educational efficiency of the developed system of methods and the methodology of their practical implementation in the course of occupational and methodological training of future teachers for subject oriented instruction of chemistry to pupils at general educational institutions as well as the necessity of its introduction in the educational process of teachers’ training universities with the view of increasing the level of professional qualifications of teachers-to-be.