Confluent Teaching Practise: Implementation of Process-targeted Activities by Chemistry Student-Teacher

Abstract

The main aim of this chapter is to ensure the proper role of teaching practice, which is included in initial teacher training courses. Teachers’ competency in teaching and learning is an important factor in determining the success of a teaching session. Their ability and wisdom in handling learning activities will have a direct impact on students’ active involvement in learning. By utilising engaging and cutting-edge teaching strategies, chemistry teachers must acquire or create learner competences for proper teaching and learning in the subject. To ensure the development of a qualified chemistry teacher (active and innovative), the continuous teaching practise model for aspiring chemistry teachers in the Pedagogical Study Programme of Second Degree "Educational Chemistry" has been corrected in terms of activities and approaches. As the research model of rational analysis of teaching methods were selected contemporary methods, which increase pupils' curiosity and consequently motivation for learning and activity and creativity. The main result of the study is a list of potential competencies by prospective chemistry   teachers using active and innovative teaching methods. The implementation of continuous teaching practice (TP) provides an opportunity for both the acquisition and development of these competences: these are essential for using, understanding, and learning in a science such as Chemistry (for learners) and for active implementation according to teachers^, needs (for trainee Chemistry teachers).

The performance of activities defined by ongoing teaching practise, particularly in the areas of testing and evaluation, experiential and collaborative learning, and experimental (laboratory and field) activity, can develop and produce these abilities. Activity and competence are used to evaluate each of these components independently.