The research work deals with the problem of Biology teachers’ continuous training for subject oriented instruction to students at the methodological, theoretical, and methodological levels. Philosophical, general scientific, concrete scientific methodological approaches are substantiated as a basis of the strategy definition and the research activity tactics; formation of the content, choice of forms, methods, and technologies of a problem research.
The author outlines the essence of specialized subject oriented competence of a teacher as a dynamic integrated system of theoretical knowledge, practical skills, feelings, motives, attitudes, values, and personal experience, which allows to carry out professional educational activities successfully in the specialized organization of education, and is an important component of their professional competence. The structure of this competence is characterized (motivational-value, cognitive, activity and personal-reflexive components); criteria and levels of its formation such as initial (reproductive), average (adaptive), sufficient (constructive), and high (creative) are singled out.
The research develops its concept as an integrated formation consisting of theories, ideas, approaches, and principles, within which the continuous professional training of a Biology teacher for subject oriented instruction to students is carried out. The leading conceptual ideas are continuity of the Biology teacher preparation for subject oriented instruction to students on the basis of contextual and interactive learning within the degree of higher education and in the system of postgraduate education of teachers; integration of formal and informal components of the educational process. A model of continuous professional training of a Biology teacher for subject oriented instruction to students as a holistic system of interconnected blocks: target, conceptual, motivational, semantic, operational-activity, and effective-diagnostic is designed.
The effectiveness of the methodical system of continuous professional training of Biology teachers for subject oriented instruction to students through training in master's degree and in the system of postgraduate pedagogical education during intensive specialized training courses is substantiated, introduced, and experimentally proved. The educational and methodological support for teachers’ training for subject oriented instruction to students is developed: educational and professional training program for masters majoring in «Secondary Education (Biology and Human Health)», educational and methodological complex of the course «Theory and Methods of Teaching Biology in Senior Specialized School», the program of the circle «Innovative Technologies of Teaching Biology at School», the program of advanced training courses «Formation of the Biology Teacher Professional Competence of a Specialized School in the Modern Educational Space»; textbooks for teachers, and high school students. There are statistically significant changes in increasing the level of the specialized subject oriented competence formation in the experimental group of the graduate students in comparison with the control one, as well as the experienced practicing teachers, who have completed the qualification upgrading courses under the author's program.
