THE ROLE OF DISCIPLINES IN THE SCIENTIFIC-SUBJECT CYCLE IN SHAPING THE PROFESSIONAL COMPETENCIES OF FUTURE PHYSICS AND ASTRONOMY TEACHERS

Abstract

The article addresses the issues of finding ways and methods to improve the quality of forming professional competencies of future physics and astronomy teachers to overcome the crisis situation in teaching these essential subjects of the natural science education sector in secondary and higher educational institutions. It emphasizes the need to increase the state’s responsibility for the quality of physics and astronomy education. It is noted that, in most cases, the quality of professional activity of young teachers is influenced not by the lack of fundamental knowledge in physics or astronomy, but by the weak formation of components in the structure of pedagogical activity, including technological, methodological, psychological-pedagogical diagnostic, and scientific-research skills. It is proven that the formation of professional competencies of future physics and astronomy teachers should begin from the first stages of education in higher education institutions, gradually immersing students in the professional environment.It is specified that the best conditions for this are provided by disciplines included in the scientific-subject training cycle, particularly physics and astronomy, the study of which starts in the early years of study. It is confirmed that the use of the proposed approaches ultimately ensures the formation of harmoniously integrated general and professional competencies within the methodological system, which guarantees the achievement of goals not only in the teaching of physics and astronomy but also in the professional training of future teachers. It is stated that the implementation of educational and developmental tasks in physical and astronomical education, as well as the achievement of their strategic goals, can only be successfully realized if physics and astronomy teachers possess the normative qualities declared by the educational-professional programs, which are defined by the content of general and professional competencies.