Professional training for future physics teachers through immersion in a high-tech educational environment

Introduction. Improving the quality of physics education for both schoolchildren and teachers can be achieved through an updated curriculum and innovative teaching methods. This approach includes fostering a comprehensive understanding of the physical world through experimental activities that utilise modern high-tech equipment.

Aim. The present research aims to develop a methodology for preparing physics students for professional activities by actively immersing them in a high-tech educational environment. This approach seeks to enhance the quality of higher education in physics pedagogy.

Methodology and research methods. The methodological foundations of the study were based on synergistic, systemic, competence-based, activity-oriented, and task-modular approaches. Throughout the study, both theoretical methods (including literature analysis, hypothesis construction, modeling, generalisation, and interpretation of results) and experimental methods (such as confirmatory and exploratory pedagogical experiments) were employed. To evaluate the experimental activities, an observational method was utilised, which involved video recordings of classroom sessions conducted with students.

Results. The authors developed a system designed to prepare physics students for professional activities, which includes five research modules implemented during classroom sessions through high-tech experimental tasks. Additionally, there is a transitional module that integrates classroom work with the resolution of high-tech experimental tasks, generalising theoretical modules with educational materials and a system for assessing training outcomes. The authors also created a model for diagnosing educational results from the study of these modules, as well as a model for collecting data on “task” actions. The validation of the proposed methodological system confirmed its effectiveness. A significant characteristic of the training modules is their relative autonomy, allowing students to master them in various sequences.

Scientific novelty. The authors have developed a methodological system for teaching physics that leverages a high-tech educational environment. This approach enhances students’ motivation to understand the laws governing physical processes and phenomena.

Practical significance. The task-modular approach can be utilised in preparing students at a pedagogical university for professional activities, particularly when transitioning to foundational pedagogical education while developing teaching systems for various disciplines.

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