Methodological approaches and didactic competence of a modern teacher of physics

The article highlights a new understanding of the role and place of a teacher in the educational process, where learning management is viewed as a complex process that takes into account the heterogeneity of the learning environment and the ambiguity of didactic interaction. Analysis of the fundamentals of teaching physics at school made it possible to identify its main functions aimed at the development of knowledge and mental activity of students. The process of students' mastering the content of didactic management the methodological competence of the teacher of physics has improved. The use of methodological approaches to the formation of didactic competence of a physics teacher has been substantiated (the competence approach made it possible to reveal the structure of competence, concepts of methodological, didactic, psychological-pedagogical, technological, information-communicative competence, presentation of its structure in the system of physics teacher competence, integrative essence and self-sufficient nature; a systematic approach to training a teacher of didactic management to present the process of preparation as a system aimed at preparing the teacher for the physical education management and personality development in teaching: an integrative approach implies the unity of theoretical and practical components in shaping the future teacher's readiness, a harmonious combination of knowledge from different cycles of learning and orientation; the praxeological approach focuses on the development of pedagogical mastery components: methodical, communicative, psychodidactic, technological, managerial, etc.) The didactic aspects of the professional activity of the physics teacher in different types of educational institutions, the violation of a number of didactic principles, in particular the purposefulness and motivation of teaching have been analysed. The basic statements for the construction of a course in physics at a vocational school have been determined. Five steps of a consistent implementation of an integrative approach into the teaching and cognitive process of a physics teacher's work have been identified and described.