CREATIVE INTEGRATION OF THEORY AND PRACTICE IN CHEMISTRY TEACHER EDUCATION

At the present stage of the development of education, it is often seen the inability of young teachers of natural sciences to show mobility and creatively apply theoretical university knowledge in school practice. The aim of the research is to work out the pedagogical conditions the creative integration of theory and practice in the system of university training of a new type of chemistry teacher. The leading approach of the study is an integrative approach. It performs a system-forming function between theory and practice in chemical and pedagogical education, provides selection of content and forms, methods and technologies of instruction in accordance with the goals and objectives of university pedagogical education. The paper presents the concept of practice-oriented learning in application to chemical and pedagogical education. Its essence is determined by the construction of the learning process on the basis of the unity of the emotional-figurative and logical components of content with the aim of acquiring new practice-oriented knowledge, skills and competencies. The emphasis was on the presence of a practice-oriented educational environment. The pedagogical conditions for the creative integration of theory and practice in the system of university training of a new type of chemistry teacher have been revealed and theoretically substantiated. This is the elaboration of practice-oriented courses of methodical disciplines; the development of electronic educational resources for teaching methods of solving tasks of various levels of complexity; continuous interaction of students with the school environment; publication of practice-oriented teaching aids. (C) 2018 Published by Future Academy