DOI: 
http://dx.doi.org/10.15293/1813-4718.2605.06
UDC: 
372.862
Bogomaz Irina V.
Доктор педагогических наук, Prof. of the department of technical mechanics, professor of the department of physics, technology and teaching methods, Krasnoyarsk State Pedagogical University named after V. P. Astafyev, i_bogomaz@mail.ru, Krasnoyarsk
Chaban Elena A.
Кандидат технических наук, Department of Railway construction, Irkutsk University of Railway Transpor, rasnoyarsk Institute of Railway Transport Branch, chaban_tm@mail.ru, Krasnoyarsk

Integrative Model of Physics Teacher Training for Engineering Classes Bsed on a Pedagogical Technopark

Abstract: 
Introduction. The article addresses the demand for improving the quality of physics and mathematics education with an engineering focus in schools, which requires revising the training of teachers for engineering classes. The main gap is identified between fundamental theory and practice-oriented competencies necessary for organizing students’ project and research activities. Aim of the paper. To substantiate an integrative model of interaction between a pedagogical university and technoparks that ensures the training of physics teachers for engineering classes. Methodology and research methods. The research is based on a synthesis of systemic, competency-based, activity-based, praxeological, integrative-environmental approaches, and the graphic competence approach, coordinated through a correspondence matrix. Methods of theoretical analysis, modeling, and retrospective analysis of the competencies of WorldSkills Russia winners (2017–2019) were applied. Research results. Three levels of the gap are identified: content (between mathematics and physics), methodological isolation of disciplines, and fragmentation of curricula. An integrative model “university – technopark” is proposed, implemented through the principles of complementarity, methodological support, and synchronization. A retrospective analysis revealed a correlation between competitive success and the competencies of the model (manifestation ranging from 67 % to 94 %). Conclusion. The integrative model “university – technopark” is a strategic mechanism for transforming teacher education, allowing to overcome the gap between fundamental training and practice-oriented activities of future physics teachers. The article is the first part of a two-part study devoted to the theoretical substantiation of the model. The second part will reveal the content of engineering-pedagogical thinking and present a system of interdisciplinary projects.
Keywords: 
integrative model; engineering classes; systemic approach; competency-based approach; graphic competence approach; university – technopark
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