МОДЕЛЬ ФОРМУВАННЯ ПРОФЕСІЙНОГО ІНТЕРЕСУ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИКИ

In the article the model of formation of future physics teacher’s professional interest in the process of studying special subjects is presented. The concepts «model» and «modeling» are analyzed. The model of professional interest of future physics teacher’s reveals the features of the structure (the components and stages of the process of formation), the sequence of the relation between these components. The model of formation of future physics teacher’s professional interest in the process of studying special subjects discloses the particular structure of professional interest, consistency of its components and generally the construction features of the content of this process. The model, presented in the article, is developed as a set of components: conceptually-goal, informative, activity-operational, diagnostic-resultant and organizational. The conceptually-goal component is leading because it directs and corrects the entire process. This component is determined by the purpose, goals, current approaches and principles of professional interest. The informative component of the model is determined by the system of knowledge and skill, which provides the development of future physics teacher’s professional interest. Professional interest is formed in the process of studying special subjects stipulated in the curriculum and at the special course «The formation of future physics teacher’s professional interest». The activity-operational component contains the forms, methods and means of formation professional interest. The diagnostic-resultant component of the model includes monitoring of formation of future physics teacher’s professional interest. This allows to identify the main problems of the process of formation and to make the necessary adjustments to the pedagogical process. This component contains the criteria and indicators of the development of future physics teacher’s professional interest. The model, presented in the article, also includes the organizational component. This component contains the pedagogical conditions and stages of formation future physics teacher’s professional interest. The theoretical model becomes the guideline of construction corresponding the process of formation of future physics teacher’s professional interest in practice.