Preparation of a future physics teacher at a university for activities related to the formation of engineering competencies: problems and prospects

The relevance of preparing a future physics teacher at a university for activities related to the formation of engineering competencies is dictated, first of all, by radical changes in the labor market due to technological progress, increased flows of heterogeneous information, the formation of a global market for educational services and scientific developments related, inter alia, to the opening of engineering and pedagogical classes in educational institutions of the country. Secondly, a modern physics teacher must possess a large amount of information and the means of his profession to ensure the development of his students.The article provides an analysis of the problems and prospects of training a physics teacher at a university. The components of the educational process in the preparation of a future teacher are considered from the perspective of an activity-based approach. These include: an educational task; educational actions that allow students to get a way to solve an educational task; actions of self-control and self-assessment, reflecting a rational assessment by students of the results of their own activities in the course of solving an educational task. The opinions of researchers on the importance of components, the possibility of forming engineering competencies by including students in the process of solving engineering tasks are analyzed. The positions of the authors in relation to the priorities of pedagogical and engineering competencies, the content of educational tasks in building the learning process of future physics teachers are compared. Examples of educational tasks are given, which are aimed at mastering common ways of solving all specific practical tasks of this class. The types of students' activities in which the application of engineering tasks is possible are highlighted: educational and research, design and engineering, organizational and managerial. Priority directions have been identified for the formation of engineering competencies among future physics teachers related to the creation of conditions for teachers to immerse themselves in professional engineering practice.