The technology of organizing methodical online support during the fundamental training of future physics teachers at a pedagogical university

Authors

DOI:

https://doi.org/10.15587/2519-4984.2024.311628

Keywords:

fundamentalization, fundamental training, physics teacher, methodical online support, integration, technology

Abstract

The article substantiates the didactic expediency of the technology of organizing methodical online support during the fundamental training of future physics teachers at a pedagogical university. The technology of organizing methodical online support during the fundamental training of future physics teachers at a pedagogical university is interpreted as a step-by-step process of creating an integrated environment of information and educational resources, software and technical and telecommunication tools, rules for their administration and use, which provide opportunities for interactive cooperation during training and independent work. The stages of the technology of organizing methodical online support during the fundamental training of future physics teachers at a pedagogical university are defined and characterized: preparatory-target, projective-motivational, activity-implementation and analytical-reflective stages. The preparatory-target stage guides the teacher to set a clear goal - to develop electronic resources (distance courses/online platforms/teacher's personal website) for learning educational components or their in-depth study, organization of project, research activities, finds out what he/she hopes to achieve with the help of such learning tools, the goal and the result are compared. The projective-motivational stage determines the design of the methods of presentation of the content of electronic resources, the number of pages, what should be displayed on the pages and in what way, what will motivate future physics teachers to study, which methods of presentation of educational material should be better used for motivational purposes, which materials will help students methodologically to learn the educational material better. The activity-implementation stage reflects the direct process of creating electronic resources: selection and testing of the functionality of software and technical tools, integration into the online platform (Google Sites, Google Classroom, etc.), video conferencing capabilities (Google Meet, Zoom, Skype, Instagram resources, etc.), use of possibilities of communication in chats and messengers. The analytical-reflective stage involves the implementation of a thorough analysis of the content and functionality of the developed electronic resources of methodical online support during the fundamental training of future physics teachers at a pedagogical university, as well as the evaluation of the learning results, achieved by the students, joint reflection of the teacher and students. It has been proven that the creation of a technology for the organization of methodical online support in the process of fundamental training of future physics teachers at a pedagogical university is an integration of personal-oriented and resource-oriented technology, which makes it possible for students to master the knowledge system, acquire practical skills, and form an information cultures during distance learning of educational components

Author Biography

Roman Grynyov, Ariel University

PhD, Engineer, Scientific Researcher, Lecturer

Department of Physics

Faculty of Natural Sciences and Engineering

References

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Published

2024-09-19

How to Cite

Grynyov, R. (2024). The technology of organizing methodical online support during the fundamental training of future physics teachers at a pedagogical university. ScienceRise: Pedagogical Education, (3(60), 60–65. https://doi.org/10.15587/2519-4984.2024.311628

Issue

No. 3(60) (2024)

Section

Pedagogical Education

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Copyright (c) 2024 Roman Grynyov

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