Предметная подготовка учителя как фактор адаптации к профессиональной деятельности в старших классах общей (средней) школы

Abstract

Professionalism of a pre-service specialist (teacher of natural science in particular) is mainly determined by his/her level of subject training. This assumption should always be taken into account planning the curriculum and making a specialization list for chemistry courses and classes in the institutions of pedagogical higher education. As a rule the corresponding curriculum stresses the importance of inorganic and organic chemistry considered as the basic ones for further studies of chemistry sciences. A number of study hours of these disciplines usually corresponds to the curriculum requirements for the departments of chemistry in classical universities. At the same time educational value of such courses as physical and colloid chemistry, analytical chemistry, and biochemistry could not be underestimated because graduates today are supposed to understand technical and scientific aspects of environmental studies and be acquainted with the issues of pollution. Graduates should have basic knowledge of important medical issues and be ready to solve non-trivial and experimental problems. This important educational task solely depends on the teacher's of chemistry professional level. Thus, subject training of the teachers of chemistry in the institutions of pedagogical higher education should be transferred to modern scientific base not restricted by a textbook, and the level of professional education in the field should meet university standards.