Practice-oriented tasks as a means of forming professional competence in the training of future chemistry teachers
This article is about the problem of formation of bachelors’ professional competence in course 44.03.01 Pedagogical education (profile: Chemistry). The purpose of the article - to determine the significance of using practice-oriented tasks as a means to shape and evaluate the professional competencies of a future chemistry teacher. The article is based on the solution of the following tasks: study of the theoretical foundations on the problem of the formation of professional competence, identification of problems in the formation of professional competencies, determination of means and criteria for rating learning outcomes. The article presents the stages of formation of bachelors’ professional competencies during the educational program. The methodological basis of the study is the analysis of the federal state standard, normative documents, working curricula of the course 44.03.01 Pedagogical education (profile: Chemistry), working programs of disciplines. There are shown the stages and importance of the formation of future chemistry teachers’ professional competencies, are presented conclusions about the possibility of further improvement of the use of practice-oriented tasks in the future chemistry teachers’ preparation.