Abstract:

An individual development trajectory provides an opportunity for the growth of professional and pedagogical competence, an increase in the level of qualification and competitiveness of teachers in the field of educational services. Thus, an individual educational trajectory acts as one of the fundamental educational foundations for the personal and professional development of a teacher.

The purpose of the study is to determine the level of readiness of the pedagogical master students to build and implement an individual trajectory of professional development as future chemistry teachers, the experience in using training methods of education in the process of designing an individual trajectory of self-development of future chemistry teachers.

Our research is based on the works by T.A. Zhdanko, T.N. Kriskovets, L.A. Magalnik, , V.N. Ivanova that are devoted to the theoretical basis of elaborating ways to solve the problem of developing a teacher's career in a secondary school. The works by K.A. Abulkhanova-Slavskaya, N.V. Kuzmina, A.K. Markova, V.D. Shadrikov, E.F. Zeer are devoted to the professional development of a teacher. The pedagogical science is also actively developing the essence and content of a concept of "individual educational trajectory", which is reflected in the works by G.A. Bordovsky, S.A. Vdovina, Ye.A. Klimov, N.N. Surtayeva, I.S. Yakimanskaya.

In our study, we used such methods of pedagogical research as the analysis of pedagogical and psychological-and-pedagogical literature, design, generalization, abstraction, and questioning. The course was developed using training methods of education.

In order to determine the level of readiness of the pedagogical master students to build and implement an individual trajectory of the professional development as future chemistry teachers, we conducted a survey, in which 40 pedagogical master students of Kazan (Volga Region) Federal University took part. According to the results of the survey, the following problems were identified, in particular:
1) the master students have a low level of skills in building a professional development trajectory;
2) the master students have a poor understanding of knowledge about ways to improve their skills;
3) future chemistry teachers have a low level of readiness to independently develop in pedagogical activity;
4) low level of formation of communicative skills.

To solve the above problems, we looked into the possibility of building an individual training trajectory for the master students, i.e. future chemistry teachers, on the example of implementation of the "Training for Designing an Individual Self-Development Trajectory" discipline. The discipline program is developed based on the application of training methods of education, considering the ability to determine and implement the priorities of one's own activities and ways to improve it based on self-assessment, personal development, and the ability to work in a team.

Thus, as we can safely say that the individual educational trajectory is the basis for professional self-determination of the personality of the future teacher. The main purpose of the course is to develop the readiness of master students for an independent meaningful search for personal motivation in the development of professional educational programs for further implementation of their pedagogical activities.

Keywords:

Trajectory of professional growth, chemical education, pedagogical education.