The problems of formation, development and evaluation of the professional competencies of a future chemistry teacher are actively discussed by domestic and foreign experts in the field of general didactics and methods of teaching chemistry (didactics of chemistry). A theoretical analysis of sources devoted to the study of the process of preparing students for future professional activities has shown the unity of the authorsʼ approaches to organizing a step-by–step educational process based on the basic principles of didactics, taking into account the integration of traditional and new learning technologies, using a set of didactic and methodological teaching tools – competence tasks, methodological tasks, chemical experiment, digital resources. Control and evaluation activities are an obligatory stage of the educational process at the university. The article describes the experience of conducting current and final control of knowledge and skills of bachelors of pedagogical education in the discipline “Teaching and upbringing methodology: chemistry” using traditional tasks, as well as competence-based tasks aimed at conducting final certification in the form of a demonstration exam. Currently, bachelors studying in the field of Pedagogical Education (Biology and Chemistry profiles) have a rather low level of chemical knowledge, even within the school curriculum. In this regard, it is necessary to conduct regular control sections on knowledge of chemical content, as well as chemical experiments within the framework of the studied sections of the school chemistry course. The paper presents the results of two test papers for the chemistry course of grades 8 and 9. The article also analyzes the results of students completing assignments that reveal the methodological readiness of bachelors to conduct chemistry lessons.
Kachalova et al. (Fri,) studied this question.