Integrative Scientific-Methodological Preparation of Pre-Service Physics Teachers: A Competency-Based Model for Professional Development
DOI:
https://doi.org/10.61227/z0qn2454Keywords:
scientific-methodological competence, physics teacher education, competency-based model, PCK, TPACK, STEAM integration, pedagogical diagnosticsAbstract
The transformation of global education systems necessitates a new generation of physics teachers capable of integrating scientific expertise with advanced pedagogical methodology. Despite substantial reforms in teacher education, a persistent fragmentation between disciplinary knowledge and instructional methodology limits the development of holistic professional competence. This study proposes and empirically validates an integrative competency-based model for the scientific-methodological preparation of pre-service physics teachers. The model is theoretically grounded in Shulman’s Pedagogical Content Knowledge (PCK), Mishra and Koehler’s Technological Pedagogical Content Knowledge (TPACK), the OECD Education 2030 framework, and UNESCO’s Teacher Competency Framework. Scientific-methodological competence is conceptualized through four interrelated components: cognitive, operational, reflexive, and innovative. A mixed-method research design was implemented with 124 pre-service physics teachers. Diagnostic surveys, pedagogical performance assessments, reflective inventories, and expert evaluations were used to measure competency growth. Quantitative analysis using paired-sample t-tests revealed statistically significant improvements across all components following structured model implementation (p < .01). The findings demonstrate that systematic integration of scientific reasoning, methodological design, STEAM-oriented instruction, and reflective pedagogical practice substantially enhances professional readiness. The study contributes a structured diagnostic toolkit and a scalable professional development framework adaptable to contemporary competency-based teacher education systems. The proposed model represents a novel integration of scientific epistemology, pedagogical modeling, and innovation-oriented competence development in physics education.
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