Ways to implement dual learning during the training of future physics teachers

Abstract

The article analyzes the theoretical principles and practical ways of implementing dual learning in the process of training future physics teachers in higher pedagogical education institutions. The authors focus on the relevance of implementing dual learning in the context of reforming the national education system, in particular in the context of implementing the Concept of the New Ukrainian School. It is noted that the existing traditional system of teacher training does not fully ensure the formation of practical skills adapted to modern conditions of school education. It is dual learning, which combines theoretical training in higher educational institutions with practical activities in partner schools, that allows significantly improving the quality of professional education of physics teachers. The article analyzes the regulatory and legal framework of Ukraine regarding the implementation of dual learning, in particular the Laws of Ukraine “On Education”, “On Higher Education”, Resolution of the Cabinet of Ministers of Ukraine No. 1216 (2019), Order of the Ministry of Education and Science No. 1296 (2020), Concept of Development of Pedagogical Education (2021). The foreign experience of implementing dual education in the countries of the European Union, the USA, Great Britain, and Scandinavian countries is summarized, where the emphasis is on flexible models of interaction between educational institutions and employers.The authors outline the main ways of implementing dual education in the training of physics teachers: long-term pedagogical practice on the basis of schools, official employment of students as teaching assistants, implementation of blended learning, creation of joint educational modules with the participation of university teachers and school teachers, active use of digital technologies and STEM resources. Examples of the implementation of such approaches in Ukrainian pedagogical universities are considered.In conclusion, it is emphasized that dual education is an effective innovative form of organizing the educational process, capable of ensuring high-quality professional training of future physics teachers, adaptation to the conditions of a modern school, and the formation of a high level of professional competence. Directions for further research in this area are proposed.