UDC 378.011.3-51:54

Zinchenko V.O.¹ (Lugansk, Russian Federation) – metelskayvika@mail.ru; Polupanenko E.G.¹ (Lugansk, Russian Federation) – aktiniua@mail.ru

¹Lugansk State Pedagogical University

Abstract. Based on the demands of the Russian state and society for accelerated innovative development and ensuring technological sovereignty, the problem of continuous practice-oriented methodological training of chemistry teachers and their further support is actualized as a guarantee of the quality of chemical education of citizens and their ability to apply the acquired knowledge to solve a wide range of life tasks. The analysis of existing developments revealed the need to solve the problem of continuous practice-oriented chemistry teacher training and their further support in the interaction of a pedagogical university and educational organizations, which required a theoretical justification and the development of an appropriate model, defining the purpose of this study. In the course of scientific research, methods of analysis, synthesis, generalization, analogy and pedagogical modeling were used, as well as the leading provisions of systemic, integrated and competence-based methodological approaches. This made it possible to develop a model for the organization of continuous practice-oriented methodological training of future chemistry teachers and their further support, which included conceptually targeted, organizational-subjective, content-technological and evaluative-effective components. All components are interconnected and interdependent. The conceptual and target block of the model clarifies the educational demand of the state and society for continuous practice-oriented methodological training of chemistry teachers, goals, objectives and scientific foundations of its organization. The organizational and subject block describes the organizational foundations and the main participants in the continuous practice-oriented methodological training of a chemistry teacher and his further support. The content and technological component characterizes the stages, mechanisms and tools of the methodical growth of a chemistry teacher. The evaluation and effectiveness component clarifies the main criteria that characterize the effectiveness of the organization of methodological training and its effectiveness.

Keywords: future chemistry teachers, continuous methodological training, practice-oriented education, pedagogical university, general education organization, model.

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For citation: Zinchenko V.O., Polupanenko E.G. Theoretical substantiation and development of a model for the organization of continuous practice-oriented methodological training of future chemistry teachers and their further support. CITISE, 2025, no. 3, pp. 670-682.