DEVELOPING THE CONTENT OF SCIENCE TEACHERS’ PROFESSIONAL TRAINING IN TURKEY

Abstract

The article presents the analysis of the problem related to developing the content of natural sciences teachers’ professional training in the Republic of Turkey.

It is established that the qualitative changes that have occurred in the system of foreign pedagogical schools encourage the development of variable curricula and programs; restructuring the content of teacher training, including natural sciences. Taking this into account, it is promising to study foreign experience in identifying modern problems of updating the content of teachers’ professional training in foreign countries and, in particular, in Turkey.

The implemented content analysis of professional literature on this issue of the research testified to the need for the training of qualified teachers who possess the skills of the 21st century and taking into account the results of research related to the assessment of the curriculum.

The need for parallel updating and integration of the curriculum and syllabus in natural sciences with a practical component at school as well as organization of joint research of the Ministry of National Education with universities with a focus on teacher training is proven.

The possibilities of using alternative methods for evaluating and assessing the curriculum of natural sciences are analyzed. The implementation of updated teacher education programs in subjects such as technology, innovation, research and development, robotics programming, interdisciplinary integration, prevention of global health problems and solving everyday life problems is described. Inclusion of content such as research and needs of the day, 21st century skills and STEM education in courses at faculties of education, updating them in line with the expectations of the document “Vision of the Ministry of National Education 2023” is substantiated.

On the basis of the conducted scientific research, we can state that the issue of the content of natural sciences teachers’ professional training in Turkey is debatable and relevant in contemporary conditions.

We consider further studies to determine the influence of their results on teachers' expectations of the curriculum, the consideration of the results of the studies related to the evaluation of the curriculum, which can lead to considerable progress in the development of the content and scope of educational programs in Ukraine.