Formation of the self-educational competence of the future teachers of physics within the modern educational space

Abstract

The development of the competence-based approach is facilitated by the renewal of the educational space through the active implementation of information and communication technologies (ICTs). The professional training of graduates of higher educational institutions, the development of their ability of continuous professional self-improvement, self-development acquire special importance under conditions of dynamic changes occurring in the modern educational space, which should be ensured by their highly developed self-educational competence. The purpose of the study was to implement the project-based technology using ICTs while training future teachers of Physics as a condition for the formation of their self-educational competence within the modern educational space. The experimental research work on the formation of the designated competence was conducted on the platform of the Faculty of Physics and Mathematics (Ushynsky University). The project-based method, using ICT, was used as a method facilitating the formation of the self-educational competence. The developed multimedia complex was applied in the experimental group (EG), when developing the course in molecular physics and thermodynamics, and the following project tasks were performed: to independently find a demonstration material on a certain topic of lectures in the Internet and to demonstrate it on an interactive whiteboard at lecture sessions with the help of multimedia tools. Certain topics for the project work were selected from the course program, the laws and phenomena that can not be realized using the existing demonstration equipment were demonstrated by means of multimedia. The project-based activity substantially increased the EG students’ experience in comparison with the CG (control groups) ones’ due to the deepening, expansion, generalization, consolidation and revision of the educational material as well as its practical application. It was concluded that the implementation of the projects contributes to the formation of secondary school teachers’ self-educational competence which facilitates the development of the future Physics teacher’s ability to independently manage his / her teaching / learning activities, generate ideas, and predict their solution.

Keywords

• self-education competence
• a future teacher of physics