The dissertation deals with the analysis and substantiation of theoretical-methodological and methodical bases for the competency-based approach within the system of preparing future teachers of geography to their professional activity, as well as with experimental verification of the efficiency of the same.
Retrospective analysis of professional preparation of future teachers of geography at different stages of development of education and society allowed for our own classification of the formation and growth of the system of professional preparation of said teachers.
The conceptual and categorical framework of the competency-based approach in the system of preparing future teachers of geography to their professional activity was specified. The analysis of the modern psychological-pedagogic studies was helpful in verification of the present-day state of study of the problem of professional preparation of future teachers of geography in Ukraine.
Methodological approaches and principles of preparing future teachers of geography to their professional activity were established. Thorough study of latest publications helped outline three levels of the methodology of the study, namely, philosophic, general scientific and specific scientific.
The competency-based concept of preparing future teachers to professional activity substantiates the aim, theoretical-methodological bases, principles, structure, organizational-pedagogic conditions and verification of the efficiency of said preparation.
The concept is built around the personal growth (auto-psychological, self-organizational, reflexive, and self-educational) and social-pedagogic (organizational, leadership and technological) components that are expected to provide for efficient professional activity and professional growth of future teachers of geography in that conditions. Knowledge, skills and orientation to values represent the major components for the readiness of future teacher of geography to professional activity on the basis of competency approach.
Following the aforesaid theoretical positions, approaches, trends, own experience and dependence on key components of preparation, a complex of of specific principles was established to help assist the efficient realization of the competency-based process of preparing future teachers of geography to professional activity.
The author suggested her own pedagogic system of competency-based preparation of future teachers of geography to professional activity whose practical realization would provide for efficient development of studied phenomenon in the aforesaid conditions. The system consists of three interconnected subsystems, namely, methodological, technological and diagnostic.
The structural-functional model of author’s own pedagogic system was developed, the one that depicts the structure of the simulated process, discloses the essence of structural blocks and their interconnections, and combines the aim and the results of the research-experimental study. The structural blocks of the author’s structural-functional model are distinctive project design, procedural-technological and diagnostic-resultant components.
The experiments allowed for verification of the suggested competency-based system of preparing future teachers of geography to professional activity. Said verification based on the methods of mathematical statistics (К. Pearson’s 2 criterion). The generalized results of the study did confirm the efficiency of the suggested pedagogic system, training technology and author’s structural-functional model in preparation of future teachers of geography to their professional activity on the basis of the competency approach.
