THE ESSENCE OF PROFESSIONAL COMPETENCE OF NATURAL SCIENCE TEACHERS IN DISTANCE LEARNING

Abstract

The article explores the essence, structure, and functions of professional competence of natural science teachers in the field of distance learning, encompassing psychopedagogical, methodological, organizational, reflective, and ICT competencies. To achieve this task, systemic and activity-based approaches are employed, along with a set of theoretical methods including analysis, synthesis, generalization, systematization, and modeling. A retrospective analysis of the implementation of the phenomenon of distance learning within the modern educational system is conducted. A structural-functional model of professional competence of physics, chemistry, and biology teachers in the context of distance learning, comprising cognitive, activity-based, and motivational-personal blocks, was developed and substantiated. The findings can be used to modernize educational programs at the levels of secondary vocational and higher education, continuing professional development programs, and professional retraining programs for pedagogical staff, as well as for the development of diagnostic tools for assessing the level of formation of the aforementioned competence.