The system of training future physics teachers for science outreach activities

Abstract

Introduction. This article addresses a pressing issue in modern teacher education: preparing future physics teachers for scientific outreach activities. The authors argue that, given the declining interest of school students in physics and the growing demand for engineering and technical personnel, such activities are becoming an integral part of a teacher’s professional profile. The article aims to describe, theoretically substantiate, and present the practical results of a methodological system for training pedagogy students for science popularization, developed and implemented at the Institute of Physics of Herzen University.
Materials and Methods. The study draws on many years of experience working with undergraduate and master’s students at the Institute of Physics at Herzen University. The system is methodologically grounded in the system-activity approach. Its key principles include collectivity, continuity, and binary principles, as well as a focus on professional self-determination and the development of 4С competencies. Training is integrated into all components of the educational process: classes, teaching internships, research work, and extracurricular project activities.
Results. The authors developed and successfully tested a comprehensive, multi-level training system. Its key elements include university students’ participation in organizing and conducting diverse scientific and educational events for school studetns, creating digital educational content, analyzing and using museum pedagogy resources, and serving as jury members in various competitions. It was demonstrated that such systematic activities contribute to the development of future teachers’ professional identities, as well as their pedagogical, communication, and organizational skills, and that they serve as an effective tool for increasing academic motivation and interest in physics among school students of all ages.
Conclusions. The methodological system proposed in this article has significant practical potential and can be adapted for implementation at other pedagogical universities to enhance the professional training of physics teachers. The results of this study have significant practical implications for organizing effective extracurricular activities, popularizing scientific knowledge among young people, and strengthening the role of teachers as key players in attracting new talent to science and engineering.