IMPLEMENTATION OF AN INTEGRATIVE APPROACH IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE TEACHERS IN THE NATURAL SCIENCES

Abstract

The article highlights the potential of the integrative approach in the context of professional training for future teachers of the natural sciences education sector. Contemporary scholarly views on integration are analyzed, emphasizing its role as an effective means of uniting knowledge and practical skills in the professional activity of teachers. The main directions and forms of integration within the educational process are described, based on the professional training programs of specialties 014.05 Secondary Education (Biology and Human Health) and 014.15 Secondary Education (Natural Sciences), implemented at Hryhorii Skovoroda University in Pereiaslav.The relevance of systematically applying integration as a didactic principle is substantiated. This principle ensures the coherence of the educational process, strengthens interdisciplinary links, and facilitates the transfer of theoretical knowledge into practical applications. Key vectors of integration in teacher training are outlined: the development and implementation of integrated courses with cross-sectoral content; the organization and delivery of binary classes in collaboration with vocational medical colleges; the implementation of project- based and research activities focused on the synthesis of knowledge in biology, chemistry, pedagogy, medicine, and information technologies; and the active use of digital tools, including immersive technologies, virtual laboratories, simulators, and platforms for modeling natural processes. Practical examples for each direction are provided.The article also substantiates the didactic conditions necessary for the effective implementation of the integrative approach in higher education and analyzes the integration of content, teaching methods, and educational technologies through interdisciplinary and cross-sectoral connections. It is demonstrated that the integrative approach fosters the formation of professional integrity, critical thinking, adaptability, and readiness of future teachers to work within the modern competence-based paradigm of education.