PEDAGOGICAL CONDITIONS OF INTEGRATION OF FUNDAMENTAL AND PROFESSIONAL TRAINING OF FUTURE PHYSICS TEACHERS DURING DISTANCE EDUCATION

Introduction. The urgency of the problem of integration of fundamental and professional training, professional competence in the theory and practice of physics teacher training is due to the awareness of the fact that organizing educational, natural and scientific, research activities with student youth, and managing the creative process can only be a specialist who embodies the personal qualities of a teacher-a physicist, a researcher-organizer, a mentor in the study of natural sciences, who is able to carry out the educational process in any conditions.Purpose. The purpose of the article is to determine, substantiate and experimentally verify the effectivenessof pedagogical conditions for the integration of fundamental and professional training of future physics teachers during distance learning.Methods. Research methods: theoretical: analysis, synthesis, comparison, comparison (for the study of literary sources, normative documents, experience of fundamental and professional training of future teachers of physics during distance learning; determination of methodological approaches to solving the problem of determining pedagogical conditions for the integration of fundamental and professional training of future teachers of physics during distance learning). Results. In the article, the author proposed pedagogical conditions for the integration of fundamental and professional training of future physics teachers during distance learning, determined taking into account methodological approaches (competent, integrative, resource-oriented, systemic, environmental, project, creative), which made it possible to implement a holistic objective analysis of the process of formation of the future physics teacher's readiness for activities in the field of science education in the conditions of distance learning, substantiation of ways of implementing pedagogical conditions.Originality. The set of pedagogical conditions for the integration of fundamental and professional training of future physics teachers during distance learning consists of: 1) increasing the motivation of future physics teachers to work in the field of science education under the conditions of distance learning; 2) implementation of the special course «Basics of the teacher's professional activity in the field of science education: distance learning»; 3) involvement of future physics teachers in the development and conduct of lessons in a digital environment; 4) constant updating of content of fundamental and professional training courses with digital content.Conclusion. As a result of the experiment, it was found that the specified pedagogical conditions contribute to positive dynamics in the formation of the readiness of the future physics teacher to work in the field of science education under the conditions of distance learning (according to the value-personal criterion, the high level of readiness increased by 25%, the average–by 12.5%, and the low level decreased by 37.5%, the high level of readiness increased by 29.17%, and the low level decreased by 50%, according to the motivational-professional criterion, the high level of readiness increased by 45.83%, the average level–by 4.17%, and the low level decreased by 50%; according to the activity-resultative criterion, the high level of readiness increased by 20.83%, the average level–by 25%, and the low level decreased by 45.83%), which proves the effectiveness of the proposed pedagogical conditions.