Improvement of the Professional and Methodical Training of Future Physics Teachers
Abstract
The relevance of this study is conditioned by the fact that the law on education in the Republic of Kazakhstan was updated in 2020, which allows for considering the training of a future physics teacher from a new perspective. The purpose of this study is to develop and introduce instructional foundations for improving the system of professional and methodical training of future physics teachers in the Republic of Kazakhstan. Several models of this system are considered in detail: structural and multilevel. It has been proven that the basis of the system of methodical training for a future physics teacher is the course “Methods of teaching subjects (physics)”. For this purpose, the following research methods were used: analysis and synthesis, design, logical analysis, and the positions of scientific objectivity, systematisation in the study of the professional and methodical training of future physics teachers in the Republic of Kazakhstan. The paper provides a detailed description of the analysed discipline (goals, objectives, principles of choosing the content and design of pedagogical material, and features of the organisation of the educational process). This study provides vital insights into the development and implementation of improved training systems for future physics teachers in Kazakhstan. By focusing on both theoretical and practical aspects of teacher training and aligning them with labor market demands, it sets a precedent for creating more effective and adaptable educational frameworks. These advancements not only enhance the professional competencies of future physics teachers but also promise to elevate the quality of physics education in the region, ultimately contributing to the betterment of educational standards and practices.
Keywords
Full Text:
PDFReferences
Abend, M. (2018). Effective teaching and learning: perspectives, strategies and implementation. New York: Nova.
Acevedo-Rincon, J. P. (2020). Geometry and measurement: Specialized knowledge of future teachers within a pedagogical laboratory. Journal of Physics: Conference Series, 1702(1), 012022.
Arcoverde, Â. R. R., Boruchovitch, E., Góes, N. M., & Acee, T. W. (2022). Self-regulated learning of Natural Sciences and Mathematics future teachers: Learning strategies, self-efficacy, and socio-demographic factors. Psicologia: Reflexao e Critica, 35(1), 1.
Arevalo, D. F. V., & Terrazzan, E. A. (2020). Meanings of physics mathematization in pre-service physics teachers. Revista Lasallista de Investigacion, 17(1), 358-370.
Bahri, S., & Waremra, R. (2018). Skills for the use of information and communication technology prospective physics teachers in facing the learning of the industrial revolution era 4.0. International Journal of Mechanical Engineering and Technology, 9(11), 28-36.
Batsurovska, I., & Dotsenko, N. (2022). Formation of professional competencies in the study of biophysics in bachelor students of technological specialities in the context of distance learning. Scientific Bulletin of Mukachevo State University. Series “Pedagogy and Psychology”, 8(4), 59-65.
Batyrbekova, A., Sarybayeva, A., Turmambekov, T., & Serikkyzy, A. (2020). Evaluation of the system of methodical training of a physics teacher in the conditions of modernization of education. European Journal of Contemporary Education, 9(1), 4-18.
Berikkhanova, A., Ibraimova, B., Ibrayeva, M. (2022). Collaborative learning environment in the professional training of future teachers. Education and Self Development, 17(2), 144-156.
Bitzenbauer, P., & Meyn, J.-P. (2021). Fostering experimental competences of prospective physics teachers. Physics Education, 56(4), 045020.
Bolshakova, Z. M., Korytova, M. A., Leonova, E. A., Kovrunovich, M. G., & Dammer, M. D. (2019). Preparing future physics teachers to work in a virtual learning environment. In: S.K. Lo (Ed.), Education environment for the information age (pp. 258-266). Moscow: Future Academy.
Bonnes, C., & Hochholdinger, S. (2020). Approaches to teaching in professional training: A qualitative study. Vocations and Learning, 13, 459-177.
Buabeng, I., Conner, L., & Winter, D. (2018). Professional development and physics teachers’ ongoing learning needs. In: V. Mahlangu (Ed.), Reimagining new approaches in teacher professional development. London: IntechOpen.
Cameron, D., & Grant, A. (2017). The role of mentoring in early career physics teachers’ professional identity construction. International Journal of Mentoring and Coaching in Education, 6(2), 128-142.
Campos-Nava, M., Ramírez-Díaz, M. H., Flores-Castro, E., Torres-Rodríguez, A. A., & Morales-Maure, L. M. (2021). Mathematical knowledge to teach physics and teacher training: The case of kinematics graphs. Turkish Journal of Computer and mathematics Education, 12(14), 5925-5939.
Carli, M., Trevisan, O., Gabelli, L., Lippiello, S., Phillips, M., Gargiso, R., & Mannix, T. (2023). Training physics teachers for effective online lessons: A virtual school experience. In: INTED2023 Proceedings of 17th International Technology, Education and Development Conference (pp. 7156-7165). Valencia: International Academy of Technology, Education and Development.
Costa Junior, E. D., Fernandes, B. D. S., Lima, G. D. S., Siqueira, A. D. J., Paiva, J. N. M., Santos, M. G., ... & Gomes, T. M. F. (2018). Dissemination and teaching of Astronomy and Physics through informal approaches. Revista Brasileira de Ensino de Física, 40(4), 8-15.
Dammer, M. D., Karasova, I. S., Leonova, E. A., Potapova, M. V., & Selezneva, E. A. (2018). Training of future teachers during teaching internship in the context of modern approaches (Directions of specialization: Physics, mathematics, informatics). Espacios, 39(21), 7.
Dammer, M., Kudinov, V., Bespal, I., Panina, M., Nikitina, T., & Zubova, N. (2022). Methodological training of a future teacher of physics for the implementation of stem-education. In: INTED2022 Proceedings of 16th International Technology, Education and Development Conference (pp. 1501-1508). Valencia: International Academy of Technology, Education and Development.
Darmaji, D., Astalini, A., Kurniawan, D. A., Parasdila, H., Irdianti, I., Hadijah, S., & Perdana, R. (2019). Practicum guide: Basic physics based of science process skill. Humanities and Social Sciences Reviews, 7(4), 151-160.
Dragnić-Cindrić, D., Lobczowski, N.G., Greene, J.A., & Murphy, P.K. (2023). Exploring the Teacher’s Role in Discourse and Social Regulation of Learning: Insights from Collaborative Sessions in High-School Physics Classrooms. Cognition and Instruction, 1-32.
Foppoli, A., Choudhary, R., Blair, D., Moschilla, J., & Zadnik, M. (2019). Public and teacher response to Einsteinian physics in schools. Physics Education, 54(1), 015001.
Haagen-Schützenhöfer, C., & Joham, B. (2018). Professionalising physics teachers in doing experimental work. Center for Educational Policy Studies Journal, 8(1), 9-34.
Hansson, L., & Leden, L. (2016). Working with the nature of science in physics class: Turning ‘ordinary’ classroom situations into nature of science learning situations. Physics Education, 51(5), 055001.
Hernández-Silva, C., López-Fernández, L., González-Donoso, A., & Tecpan-Flores, A. (2017). Impact of active learning strategies on future physics teachers’ disciplinary knowledge in a didactic course. Pensamiento Educativo. Revista de Investigación Educacional Latinoamericana, 54(2), 1-12.
Humeniuk, O. (2018). Digital communication space research in the education reform context. Scientific Studios on Social and Political Psychology, 41(44), 202-212.
Ismailov, A. A. (2022). Methodical training of future physics teachers role of act and professional duties. Galaxy International Interdisciplinary Research Journal, 10(10), 792-797.
Ivanchenko, S. M., & Kanibolotska, M. (2017). Enhancing interaction among the participants of educational reform. Scientific Studios on Social and Political Psychology, 39(42), 178-187.
Jesus, A. C. S., & Nardi, R. (2019). The presence of physics education research in the curriculum of an initial teacher education programme. Journal of Physics: Conference Series, 1286, 012045.
John Scheid, N. (2016). Collective construction of knowledge in the initial professional training for natural sciences. Revista Electrónica Interuniversitaria de Formación del Profesorado, 19(2), 127-137.
Jons, L., & Airey, J. (2023). An agreed figured world – Conceptualizing good physics teachers in a Finnish University. Journal of Science Teacher Education.
Kabbassova, A., Shakarmanova, M., Temerbayeva, Z., Bulyga, L., & Sakenov, J. (2021). Meta-subject potential of a foreign language in teaching natural disciplines at a pedagogical university. International Journal of Education and Practice, 9(2), 310-322.
Ke, X., Fang, Z., & Wang, F. (2023). Hydrology education at Chinese universities: A comparative case study between Hohai University and the University of Arizona. Humanities and Social Sciences Communications, 10, 455.
Khudayberganovich, E. B., & Kuronboyevich, M. K. (2020). Using of information and communication technologies in the teaching of the school course in general physics. International Journal of Scientific and Technology Research, 9(2), 4119-4124.
Kovrizhnykh, D. V. (2022). Analysis of teaching physics through interim language as preconditions for humanitarian training of science teachers for differentiated approach in CLIL. Journal of Higher Education Theory and Practice, 22(8), 19-32.
Kozlovska, I. M., Kryshtanovych, M. F., Myskiv, I. S. & Opachko, M. V. (2020). Methodological approaches and didactic competence of a modern physics teacher. Scientific Bulletin of Mukachevo State University. Series “Pedagogy and Psychology”, 6(1), 74-80.
Kоzar, О. P., Mayboroda, I.Y., Petrus, B. B., & Vozniak, B. (2017). Systemic approach in methodology of training students to scientific work. Scientific Bulletin of Mukachevo State University. Series “Pedagogy and Psychology”, 3(2), 93-96.
Larsson, J. (2021). Trainee teacher identities in the discourses of physics teacher education: Going against the flow of university physics (Doctoral dissertation, Acta Universitatis Upsaliensis).
Leta, D. T., Ayele, M. A., & Kind, V. (2021). Dialogic teaching approach vis-à-vis middle school physics teacher’s content knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 17(1), 1-13.
Lopes D. S., Alves L. R. G., & Lira-Da-Silva R. M. (2023). The pedagogical residency program and the digital training of graduates in natural sciences. Investigacoes em Ensino de Ciencias, 28(1), 127-156.
Mahdi, K., Chekour, M., & Laafou, M. (2014). Distance training for physics teachers in education sciences: flexible and efficient. International Journal of Scientific & Engineering Research, 5(1), 77-80.
Mahligawati, F., Allanas, E., Butarbutar, M. H., & Nordin, N. A. N. (2023). Artificial intelligence in Physics Education: a comprehensive literature review. Journal of Physics: Conference Series, 2596(1), 012080.
Malavoloneque, G., & Costa, N. (2022). Physics education and sustainable development: A study of energy in a glocal perspective in an Angolan initial teacher education school. Frontiers in Education, 6.
Mansurjonovich, J. M. (2022). Professional Educational Institutions Theoretical and Practical Basis of Development of the Content of Pedagogical Activity of Teachers of" Information and Information Technologies". Texas Journal of Engineering and Technology, 15, 49-53.
Nasri, N., Mohd Rahimi, N., Hashim, H. (2023). Conceptualization of e-professionalism among physics student teachers. International Journal of Evaluation and Research in Education, 12(3), 1346.
Parmanov, J. T. (2023). Innovative educational opportunities in teaching physics in higher technical education institutions. Science and Innovation, 2(6), 63-67.
Pérez Gracia, E., Serrano Rodríguez, R., & Pontes Pedrajas, A. (2019). Analysis of science and technology pre-service teachers’ beliefs on the construction ofthe teachers’ professional identity during the initial training process. EURASIA Journal of Mathematics, Science and Technology Education, 15(10), em1756.
Pérez-Martínez, D., Infante-Ricardo, A. I., Vázquez-López, D., & Cáceres-Mesa, M. L. (2021). Background of the preparation for the pedagogical professional orientation in the Physics Education major. Revista Metropolitana de Ciencias Aplicadas, 5(1), 246-253.
Prada-Núñez, R., Ayala, & Avendaño-Castro, W. R. (2020). Competences of teachers of natural-physical sciences. An analysis from the perception of the students. Journal of Physics: Conference Series, 1674, 012020.
Qurbonov, M. (2023). Improving the methodology for using digital technologies in the formation of professional competence of future physics teachers. International Journal of Human Computing Studies, 5(3), 111-113.
Sabirova, F. M., Shurygin, V. Y., Deryagin, A. V., & Sahabiev, I. A. (2019). Historical and biographical approaches towards teachers training in learning physics using moodle LMS. Eurasia Journal of Mathematics, Science and Technology Education, 15(3), 1669.
Salmerón Aroca, J. A., Abellán, P. M., & de Miguel López, S. M. (2023). Teachers’ professional development and intelligent ways of coping with it: A systematic review in elementary and middle school education. Journal of Intelligence, 11(1), 1.
Semenikhina, O., Yurchenko, A., Udovychenko, O., Petruk, V., Borozenets, N., & Nekyslykh, K. (2021). Formation of skills to visualize of future physics teacher: Results of the pedagogical experiment. Revista Romaneasca Pentru Educatie Multidimensionala, 13(2), 476-497.
Shoiynbayeva, G. T., Shokanov, A. K., Sydykova, Z. K., Sugirbekova, A. K., & Kurbanbekov, B. A. (2021). RETRACTED: Methodological foundations of teaching nanotechnology when training future physics teachers. Thinking Skills and Creativity, 42, 100970.
Silva André, W. C., & da Silva, I. M. (2022). Contributions and limitations of teaching sequences in the form of Potentially Meaningful Teaching Units: a systematic review of the literature. Investigacoes em Ensino de Ciencias 27(3), 270-290.
Sultanova, L., Hordiienko, V., Romanova, G., & Tsytsiura, K. (2020). Development of soft skills of teachers of Physics and Mathematics. Journal of Physics: Conference Series, 1840, 012038.
Tokarev, P. (2019). The system of methodical training a future physics teacher in pedagogical ihes in сonditions of the new educational standards implementation. Professional Education: Methodology, Theory and Technologies, 10, 237-252.
Wood, A. (2023). Effective Teaching in Large STEM Classes. Bristol: IOP Publishing
Yekimov, S., Tsypko, V., Kuzminets, M., Timenko, V., Tokin, O., Lapmeka, M., Haponenko, S. (2022). Improving the quality of training of physics teachers to attract applicants to physical specialties. International Scientific Conference on Advances in Science, Engineering and Digital Education, 2647, 020001.
Zhai, X., Li, M., & Guo, Y. (2018). Teachers’ use of learning progression-based formative assessment to inform teachers’ instructional adjustment: a case study of two physics teachers’ instruction. International Journal of Science Education, 40(15), 1832-1856.
Refbacks
- There are currently no refbacks.
