PEDAGOGICAL CONDITIONS FOR THE FORMATION OF THE READINESS OF FUTURE TEACHERS OF BIOLOGY AND THE BASICS OF HEALTH TO USE HEALTH-SAVING TECHNOLOGIES IN GENERAL SECONDARY EDUCATION INSTITUTIONS

Abstract

The article analyzes the pedagogical conditions for the formation of the readiness of future teachers of biology and the basics of health to use health-saving technologies in general secondary education institutions. Pedagogical conditions for the readiness of future teachers of biology and the basics of health to use health-preserving technologies are understood as a set of features of the functioning of the educational environment that affect the development of the future teacher's professional qualities, ensure the effectiveness of his professional training, and form the readiness to use health-preserving technologies in institutions general secondary education. Based on the analysis of scientific research, the pedagogical conditions for the formation of the readiness of future teachers of biology and the basics of health to use health-preserving technologies in general secondary education institutions are identified: 1) the formation of positive motivation of future teachers of biology and the basics of health to use health-preserving technologies; 2) improvement of the content of educational components, forms and methods of professional training aimed at preparing future teachers of biology and the basics of health to carry out health-preserving activities. It is noted that the implementation of the first pedagogical condition for the formation of the readiness of future teachers of biology and the basics of health to use healthpreserving technologies will depend on the development of awareness of the need to create a health-preserving educational environment and an understanding of the peculiarities of the formation of health-preserving competence of students. It is aimed at making future teachers understand the importance of preserving the health of the younger generation and understanding the need to increase their own health-preserving competence. The implementation of the second condition will depend on the use of innovative forms, methods and means of learning in the educational process of the institution of higher education. The professional competences and program learning outcomes that will allow the future teacher to design the educational process as a health-preserving one have been determined.