Abstract:

The development of professional skills and human capital is a key task in the scientific and technological development of the country. The implementation of such a task is possible taking into account an important factor associated with the training of a modern teacher who knows the technologies of productive learning, capable of implementing meta-subject in education. The methodological training of science teachers in particular physics teachers is of particular importance. However, the current system of training future physics teachers is weakly oriented to the modern challenges facing the education system. This fact leads to the need for a fundamental restructuring of the theoretical foundations in the theory and methodology of teaching physics to university students, as well as the development and implementation of new approaches to the methodological training of future physics teachers. The authors of the article consider the solution of the indicated problem positions in the orientation of the modern system of future physics teachers' training on the ideas of STEM-education, integrating scientific approach, technology, engineering creativity and mathematics. The adoption of STEM-technologies in the learning process at all levels of education is the main trend of the global educational process. The aim of our research is to develop a model for future physics teacher training based on interdisciplinary and applied approaches of STEM-education. It is necessary to proceed from the specificity of the future physics teacher's professional activity, as well as the meta-disciplinary content of physics and other disciplines of natural science and mathematical cycles, continuity of these disciplines, increasing the role of students' independent activity in order to achieve this goal. This work continues the authors' research on methodological training of future physics teachers by means of productive learning technology.

The important points of the methodological training of future teachers for the implementation of STEM-education include:
1) updating the content of subject training of future physics teacher, reflection of STEM "fields" in it;
2) updating the system of methodological training of future physics teacher, aimed at accounting the principle of continuity of subject disciplines and methodological training, increasing practical orientation in teaching methodical disciplines, updating their content and learning technologies;
3) development and implementation of practice-based educational products, contributing to the implementation of interdisciplinary and applied approaches of STEM-education.

The results of the presented research based on the examination of educational products created by students allow us to draw conclusions about the need to further improve the methodological training of future teachers of physics.

Keywords:

Methodological training, physics teacher, STEM-education, professional education, interdisciplinary approach, practice-based approach.