Innovative Components for Preparing Graduates and Masters Degree Holders of Natural Sciences, for Education at the University Level

Professional and pedagogical activities in the new socio-economic conditions

Today, in the global concept of sustainable development, the work of a teacher of natural sciences

requires an emphasis on energy conservation and energy efficiency. It is possible through relevant

project activities (Gilmanshina & Gilmanshin, 2015), an a high level of professional thinking of the

teacher (Gilmanshina, Sagitova et al, 2015; Samigullina et al, 2015.). There is a need for a new way to

consider the specifics of professional-pedagogical activities of teachers of natural sciences. This will be

based on the generally accepted science view of professional activities (Rubinstein, 1989; Zimnyaya,

1997), and professionalism of the person (Klimov, 2004; Zeer, 2006).

Activity according to Zimnyaya (1997), is a form of active, purposeful interaction with the outside

world (including other people). The main characteristics of activity are the following: objectivity, task

orientation, mediation, motivation and productivity. The goal of the professional-pedagogical activities

of a teacher of natural sciences, is the organization of learning activities of students, aimed at

developing their socio-cultural experience, as the basis and conditions of their own development. A

structural shift causes a change in purpose of the teacher's activities, since the new creative structure of

education implies that the purpose of activities is the spiritual and creative development of students.

Activity is a system of actions, combined into a single unit including the motive prompting one to

achieve this goal. The meaning of the activities, determines the motive. The motif is associated with the

satisfaction of the needs of teachers. The products of pedagogical activities are formed by students

individual experiences in it's totality. The result of educational activities becomes the establishment and

development of the student as a person.

Pedagogical activity is the specific labour activity of a teacher. This civic ethics and teacher

determine the direction of this labour. The peculiarity of a teacher's activity is that it is structurally

complex, and it consists of several interrelated species. Depending on the purpose of work, the teacher

carries out the following activities: teaching, activities in the field of subject specialization,

communicative, managerial, administrative, economic, and social activities.

The leading activity of a teacher is the pedagogical activity, which is crucial in the formation of his

personality. Pedagogical activity which is carried out at the reproductive level, imposes certain

requirements for the individual – research and creative requirements. The transition from one level of

implementation of pedagogical activity to another, as rightly pointed by Zeer (2006), is accompanied

by a restructuring of the personality.

Consequently, in the current socio-economic conditions, it is required that the orientation training of

teachers of natural sciences should not generally focus on the acquisition of knowledge and skills, but

on the formation of the ability to creatively solve problems arising in professional pedagogical

situations and activities. In this case, the main task of training a natural sciences teacher becomes

humanistic, mastering the methodology of the creative transformation of the world, harmonizing the

relationship between the system of «man – nature – society», and not just studying of laws of nature

and society.

Research and introduction of new forms and ways of transmitting contents of higher education today,

are considered necessary for the development of key competences in future graduates and masters

degree holders, that ensure the productivity of social and professional activities. With the rapid aging of

knowledge, development of certain personal qualities becomes the basis of professional mobility.

An extensive list of new requirements for graduates and master's degree holders, which should be

reflected in the curricula of education and training institutions, was highlighted by Shadrikov

(Shadrikov, 2004). It drew attention to the differences in the requirements for knowledge and skills,

depending on the level of education (Bachelor, Master). General requirements for the curriculum are:

flexibility, availability of premises for training in accordance with the changing needs of the labour

market; availability of knowledge demanded in the market of educational services and the labour

market, with its demand for skilled workers; preparation of bachelors and masters in accordance with

today's needs and future strategic directions; and a combination of fundamental and innovative training.

As it is known, a factor for the selection of educational content and forms, for the implementation of

educational processes is the Model Bachelors (Master). Model Bachelor (Master) can be a description

of functions, preparations, and qualities required. The adequacy of the model is manifested in the fact

that the requirements in the description of the models are made to the extent that is sufficient to achieve

the goal.

The purpose of higher education today is not only to teach a person to do something, or seek a

profession, but also to enable him or her to cope with a variety of business and life situations, and work

in a group. Therefore, for many years, the qualification model was demanded, strictly due to the object

and the subject of the labour markets, it is now superseded by the model professional appearance of

graduates and master's degree holders, on the basis of competence.

Thus, the feature of the natural science education of future teachers in the new socio-economic

conditions is mainly the need to master modern methods of teaching subjects, for the purpose of the

formation of core competencies and readiness, for the implementation of independent cognitive

activities (educational competence, involving the accumulation of integrated knowledge and then

applying in practice).

The innovative distributed model of graduates-teachers and master's degree holders of natural sciences in education

The distributed model of training future teachers of chemistry and physics has been implemented in

Kazan (Volga region) Federal University since 2011, at the Chemical Institute named after A.M.

Butlerov, and in the Institute of Physics.

Let’s consider the advantages of this model on the example of preparation of future teachers of

chemistry (bachelor's degree). This model allows, firstly, for the possible use of modern laboratory

facilities (Innovative Chemical Corps), which was presented to the Kazan (Volga region) Federal

University by the President of the Republic of Tatarstan (R.N. Minnikhanov). Secondly, it becomes

possible to build a learning process by integrating new information (computer, Internet technology,

electronic portfolio, etc.), and traditional learning technologies of natural sciences. Thirdly, it makes it

possible to implement a continuous teaching practice, beginning with the 1st year students from KFU

(IT-lyceum, Lobachevsky Lyceum), which in turn increases the motivation and practice-oriented

training of students. Fourthly, it makes it possible to increase the motivation for the choice of a

teaching profession, through the active work with gifted children, and the implementation of innovative

projects such as; «Small Chemical Institute», «Festival of Chemistry», «KidsSpace» (Kazan), the

Houses of Children and Youth (Kazan, Ulyanovsk), and «Innovations in teaching».

The training of master's degree teachers of natural science education (chemistry education, physical

education, biology education, etc.) commences in September, 2016 in Kazan (Volga region) Federal

University. An innovative component of the training is associated with the use of new laboratories of

Chemical Corps KFU, the implementation of continuous student teaching of undergraduates in the best

schools of Kazan, practice-orientation of their theses taking into account the educational needs of

Republic of Tatarstan and Kazan Federal University.