Resource-Based Model of Teacher Pedagogical Skills Development in Stem Education Practice

In the article, the authors have developed and proposed a resource-based model for the development of a teacher's pedagogical skills in the practice of STEM education, which consists of cognitive-conceptual, resource-potential and practical-reflective blocks. The cognitive-conceptual block ensures the formation of a teacher's system of integrated knowledge necessary for the implementation of methodological approaches (integrative, transdisciplinary, STEM paradigm) and concepts (resource-oriented learning, problem-oriented learning, project-oriented learning) in STEM education. It covers the mastery of the theoretical foundations of STEM pedagogy, understanding the nature of scientific and technological thinking, familiarization with modern educational concepts, as well as the formation of new knowledge for the development of a teacher's pedagogical skills in the practice of STEM education. The resource-potential block focuses on identifying, activating and developing the teacher's personal resources - motivational, emotional, creative, organizational, professional self-regulation, development of pedagogical flexibility, stress resistance, ability to self-organize, as well as on the effective use of external resources (didactic and methodological, informational, digital) to improve the quality of teaching. The practical-reflective block involves the direct implementation of the acquired knowledge and resources into pedagogical practice and their critical reflection. The main attention is focused on the implementation of STEM projects, interactive methods, analysis of educational cases, creation of original educational products, as well as conducting professional reflection on the effectiveness of the approaches used. Didactic conditions for the development of a teacher's pedagogical skills in the practice of STEM education have been identified: integration of interdisciplinary content based on problem-oriented and project-oriented learning, which involves providing conditions for creating learning situations that combine knowledge from different fields (science, technology, engineering, mathematics) and form the teacher's ability to design interdisciplinary educational practices; stimulation of the teacher's reflective and research activities, which entails the organization of a professional environment in which the teacher is involved in the analysis of his own experience, self-assessment and participation in pedagogical experiments, which contributes to the conscious growth of skills in the context of STEM education innovations; provision of resource support and digital tools for the teacher's professional development, which involves creating conditions for access to modern educational platforms, methodological materials, technological learning tools and opportunities for advanced training, and allows the teacher to effectively implement STEM components in the educational process.