Аңдатпа
The present article is aimed at the study of problems and prospects in the field of structure and content of experimental competence of physics teacher in the process of professional training in higher education institutions of the country. The purpose of the study, the study of the structure and content of the experimental competence of a physics teacher, to determine the conditions for improving the effectiveness of its formation. The main ideas were to define the conceptual apparatus and content of the term «experimental competence», to identify the main components of experimental competence, to assess the current state of formation of experimental competence of university students and to develop proposals to improve the quality of physics teacher training. As a result, the concept of «experimental competence» is defined. In the structure of the experimental competence of a physics teacher the current key elements are identified, their content is disclosed. The presented results of the expert survey confirmed them and showed the need to intensify the work in higher education institution to create conditions for involving students in experimental activities and in the introduction in practice of innovative experimental approaches in the educational process. Scientific novelty lies in the proposal of specific structural components of experimental competence, and the development of a methodology based on their integration into the educational process of physics teacher training. The results obtained in the course of the study in the EG indicate the feasibility of developing an algorithm for the introduction of specialized courses for the formation of experimental competence of students in the learning process, increasing their readiness for productive and creative experimental activity in the new conditions that are noted in modern school. Keywords: experimental competence, structure of experimental competence, higher education, professional training of students, future physics teacher, integration model.