Avdieieva O. Training of the future Сhemistry teacher for the formation of gnostic skills in students in extracurricular activities

A scientific justification, development and practical solution to the problem of training a future Chemistry teacher for the formation of gnostic skills in students in extracurricular activities were accomplished in the dissertation. Scientific approaches to the problem of gnostic skills' formation of future Chemistry teachers are defined, the complex application which provides realization of the set purposes and tasks of research. The leading pedagogical conditions of formation of readiness of the future Chemistry teacher for the formation of gnostic skills at pupils in extracurricular activities are justified. The essential characteristics of preparation of the future Chemistry teacher for formation of gnostic skills at pupils in extracurricular activity are found out and structural components of readiness are defined: motivational-value, semantic, organizational and activity, effective-reflexive. The classification of gnostic skills of students (gnostic-operational, gnostic-technical, gnostic-organizational, gnostic-communicative) and gnostic skills of the future Chemistry teacher (intellectual, experimental, gnostic-methodical, gnostic-communicative) is created. The criteria of readiness of the future Chemistry teacher for the formation of gnostic skills in students are determined: value-motivating, cognitive, activity-practical, evaluative-reflexive. An author's model of preparing a future Chemistry teacher for the formation of gnostic skills in students in extracurricular activities is elaborated, which includes five interrelated and complementary blocks: target, methodological, semantic, organizational-procedural, evaluation-reflexive. The results of experimental testing of the model of preparation of future Chemistry teachers for the formation of gnostic skills in students in extracurricular activities showed its effectiveness: at the initial stage of experimental training control and experimental groups were homogeneous in all respects, and during experimental training their diversity increased, which is explained by the introduction of the elaborated author's model of preparation of the future Chemistry teacher for the formation of gnostic skills in students in extracurricular activities and is confirmed by its effectiveness.