DEVELOPMENT OF INFORMATION-METHODICAL COMPETENCE OF FUTURE CHEMISTRY TEACHERS
Rajabov Khudayor Madrimovich, associate professor of Urganch state university
Keywords:
Information-Methodical Competence, Chemistry Education, Teacher Preparation, Pedagogical Skills, Technological Proficiency, Critical Thinking, Adaptability Science Education, Teacher Competency, Technology Integration, Teacher Training, Educational Technology, Curriculum DesignAbstract
The role of information-methodical competence in the preparation of future chemistry teachers has gained prominence in recent years. This competence encompasses a teacher’s ability to effectively gather, manage, and convey information to students while employing a variety of pedagogical methods. This article explores the significance of information-methodical competence in the context of chemistry education and offers insights into how teacher preparation programs can enhance this essential skill set. It highlights the importance of fostering critical thinking, adaptability, and technological proficiency in chemistry teachers, and discusses various strategies and approaches to develop their information-methodical competence.
References
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291-309.
Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201-233.
Johnson, D. W., & Johnson, R. T. (2017). Cooperative learning in chemistry. Journal of Chemical Education, 94(5), 556-562.
Luft, J. A., & Roehrig, G. H. (2007). Capturing science teachers’ epistemological beliefs: The development of the Teacher Beliefs Interview. Electronic Journal of Science Education, 11(2), 38-63.
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
