THEORETICAL AND METHODOLOGICAL PREREQUISITES OF THE PROFESSIONAL TRAINING OF NATURAL SCIENCE TEACHERS

Introduction. The article examines the conditions of professional and pedagogical training of future teachers of natural sciences. The authors emphasize that the solution to the problem of theoretical and methodological prerequisites for the professional training of natural science teachers should be sought in theunderstanding of the categories «culture» and «methodology» and, as a result, in the awareness of the fact that, probably, not every activity requires a certain culture of its organization, as well as methodological justification. Purpose - to determine the theoretical and methodological prerequisites for the professional training of natural science teachers. Results. The Conceptual Foundations of the Development of Pedagogical Education emphasizes the need to create a system of pedagogical education that is based on world and national heritage and established European traditions and ensures the training of pedagogical workers capable of carrying out professional activities in democratic conditions. Humanistic foundations are the basis for the implementation of educational policy as a priority function of the state for the purpose of development and self-realization of the individual, satisfaction of his educational and spiritual and cultural requests, the need to be competitive in the labor market. Changing the orientation of the educational methodology - from the formation of the personality to strategies for the development of the personality and its self-development - requires a differentiated, diversified, multi-level, basic, computerized, personalized, continuous, humane culturalization and humanization of the theory and practice of education and is considered an absolute priority of the 21st century. These priorities are indicated in the main document adopted as part of the Bologna process. Originality. New models of professional training are currently based on the principles of differentiation, diversification, multilevel, fundamentalization, standardization, computerization, individualization, continuity, humanization, and humanization. In it, general scientific, fundamental, subject, psychological-pedagogical, methodical, practical, scientific-pedagogical, information-technological, methodological, social-humanitarian and other types of training are singled out as separate independent, but rather significant components. The considered aspects of professional training are structured in curricula and programs into three cycles of disciplines. Different options of professional and pedagogical training are modeled on established conceptual approaches to its structure and content based on a holistic and systematic understanding of the essence of this process. Conclusion. The essence and content, the main trends and principles of the construction of the content and technologies of the professional training of the future teacher can be considered from the standpoint of various methodological guidelines, which for the purpose of comprehensive research and comprehensive influence on the formation of the future teacher can be combined in several directions, namely: structurally systemic, personally oriented, professionally oriented, historical and cultural. To develop the methodological culture of the future teacher, it is necessary to find out the nature of the humanistic, competence, cultural and methodological concepts of professional training, which was in the material presented above. The considered aspects of professional training are structured in curricula and programs into three cycles of disciplines. Different options of professional and pedagogical training are modeled on established conceptual approaches to its structure and content based on a holistic and systematic understanding of the essence of this process.