Theoretical and Methodological Foundations of Assessing Prospective Biology Teachers’ Quasi-Professional Activities

Abstract

The assessment of prospective biology teachers’ quasi-professional activities represents an important component of improving professional teacher preparation in higher education. Contemporary science education requires future teachers to demonstrate not only biological knowledge but also pedagogical reasoning, scientific inquiry skills, instructional planning abilities, and competence in evaluating students’ learning outcomes. This study examines the theoretical and methodological foundations of assessing quasi-professional activities and explores the possibilities of adapting international educational frameworks to the professional preparation of biology teachers. The research employs qualitative content analysis of scientific publications, assessment theories, and internationally recognized educational frameworks, including the OECD PISA 2025 Science Framework and the UNESCO ICT Competency Framework for Teachers. The findings identify the principal components of quasi-professional performance and substantiate a competency-oriented assessment approach incorporating biological content knowledge, methodological decision-making, scientific inquiry, instructional communication, and reflective evaluation. Particular attention is given to performance-based assessment, analytical rubrics, authentic pedagogical situations, and the validity of assessment procedures. An integrated conceptual assessment framework is proposed to support the systematic evaluation of prospective biology teachers’ professional readiness. The study concludes that internationally informed assessment practices should be adapted to the requirements of teacher education and verified through empirical investigation before their broader implementation.