STEPWISE FORMATION OF PROFESSIONAL COMPETENCE OF NATURAL SCIENCE TEACHERS: A PROFESIOGRAPHIC APPROACH

Abstract

Introduction. Modern higher education faces rapid changes driven by science, technology, and knowledge globalization. Preparing university instructors who can convey subject knowledge, organize learning, implement innovative methods, and adapt to learners’ needs is increasingly critical. In natural sciences, teaching requires experimental and group activities, making targeted pedagogical training essential. Digitalization and AI integration demand that teachers become transformative professionals, converting scientific knowledge into accessible educational content and enhancing competitiveness.
Purpose. This study aims to substantiate a staged model for developing professional competence in natural science instructors, integrating subject and pedagogical training, and identifying the optimal stage to begin teacher preparation.
Methods. A profesiographic approach was used to analyze professional roles, functions, and competencies of natural science specialists and instructors. Comparative analysis of Ukrainian and EU curricula in chemistry and evaluation of credit distribution allowed identification of gaps and intersections between subject and pedagogical preparation.
Results. Four competency groups were identified: subject-specific, pedagogical, innovative, and reflective. Ukrainian master’s and doctoral programs in chemistry show pedagogical training ranging from 0% to 25% of credits, often limited to practical exercises without structured didactic preparation. Profesiographic analysis highlighted strengths in subject knowledge and research skills and gaps in communication and methodological competencies, emphasizing the need for staged professional development.
Originality. The study proposes a model where pedagogical training starts at the master’s level and completes at the doctoral level, transforming subject-matter experts into instructors able to combine science, pedagogy, and innovation. It addresses gaps in Ukrainian higher education and offers recommendations for curricula aligned with professional teaching standards.
Conclusion. Tiered education allows multi-stage development: the bachelor’s level provides foundational knowledge, the master’s level ensures pedagogical skill acquisition and career self-determination, and the doctoral level integrates research and teaching competencies. Implementing this model will enhance instructional quality, prepare transformative educators, and bridge gaps between institutional expectations and graduates’ readiness.