METHODOLOGICAL APPROACHES TO DEVELOPING SUSTAINABLE, MEANINGFUL KNOWLEDGE IN FUTURE CHEMISTRY TEACHERS

Abstract

This article focuses on developing sustainable and meaningful knowledge in future chemistry teachers. Teachers play a key role in improving school performance and ensuring the quality of student learning. International research confirms that qualitative transformation of the education system is achieved through the efforts of teachers possessing the necessary professional qualities, practical competencies, and a systemic understanding of educational processes. This paper presents the experience of teaching at a pedagogical university in developing deep subject knowledge in future teachers, based on fundamental theories and laws of chemistry. Therefore, the objectives of the study are to analyze the current state of the problem and describe methods for presenting specific topics in the chemistry course. These methods, developed based on our own experience, allow for a more comprehensive understanding of the content of the educational material. They are used in teaching the courses "Inorganic Chemistry" and "New Approaches to Teaching and Assessment at School," and are also offered to students for use during their teaching internship. To evaluate the effectiveness of the developed methodology, a comparative analysis of students' academic performance for the period of 2022–2025 was conducted, revealing a statistically significant increase in the formation of deep subject knowledge among learners (c² = 8.54, p < 0.05), as evidenced by the expansion of the high-performance level share from 12.5% to 35.7%.