MODERNIZATION OF PROFESSIONAL TRAINING OF THE FUTURE TEACHER OF PHYSICS ON THE BASIS OF CONTEXTUAL APPROACH

Abstract

INTRODUCTION Innovative learning in a modern institution of higher education should be considered as a process that greatly contributes to the creation and formation of the subjective conditions that make possible the future creativity of both teachers and students in the learning process. The implementation of the Laws of Ukraine «On education» (2017) 1 and «On higher education» (2014) 2 is also taking place through significant changes in the content and programs of professional training of future specialists in institutions of higher education. Within the framework of the competence approach, the creation of higher education standards for all branches of knowledge was carried out, the development of educational programs containing a list of graduate competencies and the normative content of training of applicants for higher education, formulated in the terms of learning outcomes, was carried out. Adopted in 2018 «Concepts of development» emphasizes the existence of an imbalance «between the public demand for highly qualified teachers, the prospects of development of society, global technological changes and the existing system of teacher education, as well as the level of readiness or ability of modern teachers to perceive and implement educational reforms in Ukraine» 3 . One of the ways to overcome this imbalance is to modernize the content and structure of professional training of future