Periodicity of professional pedagogical education within bachelor’s and master’s programmes in natural sciences

Abstract

The article provides grounding and a methodological macro-development basis for a system periodic model of professional pedagogical education within bachelor's and master’s programmes in natural sciences. In the abovementioned context, periodicity is regarded as a universally applicable procedural basis for multilevel continuous professional pedagogical education in the sphere of natural sciences. A key category of system periodic model of professional pedagogical education within bachelor's and master’s programmes in natural sciences is a didactic cycle characterised by purposefulness, internal system integrity, dynamism, iterativity, controllability and hierarchy of levels based on phase logic. Didactic cycle is represented as a dual procedure of development of subject-subject relations oriented to correlation changes of self-balancing systems depending on quantitative augmentation in a form of grasping of content of professional pedagogical education within bachelor's and master’s programmes in natural sciences to qualitative personal transformations. Realisation of the hierarchy position is realised as macro-didactic, mesodidactic and micro-didactic cycles within the structure of a system model. Their attributive signs are goals, peculiarities of learning activity within the process of subject-subject dialogic interaction, types of solved tasks and performance. We have defined and characterised specificity of phases of didactic cycle: initiatives and perspectives, designing, implementation, assessment of results.