scholarly journals Problems of improving pedagogical skills of future teachers of mathematics

2021 ◽  
Vol 94 ◽  
pp. 02009
Author(s):  
Sergey Yekimov ◽  
M.V. Klimenko ◽  
T.A. Stepchenko ◽  
Diliara Iakovets ◽  
Galina Zelenova
Keyword(s):  
Information Technology ◽  
Mathematics Teachers ◽  
Professional Competence ◽  
Main Tool ◽  
Future Teachers ◽  
Mathematical Skills ◽  
Modern Education ◽  
Leading Role ◽  
Pedagogical Skills ◽  
Correct Understanding

The modern education system is facing new requirements and the society is putting forward new requirements among which the leading role is to improve the professional competence of teachers of mathematical disciplines. Mathematics has been used since the time of Pythagoras as the main tool for solving various practical problems in many areas of human activity. In this regard, there is a need to improve the level of mathematical training of modern youth . We believe that the training of future teachers of mathematical disciplines should be based on the principle of integration of humanitarian and mathematical skills, as well as wider use of information technology. In our opinion, such multi-faceted training will help future mathematics teachers to develop the skills required to form a correct understanding of the essence of mathematics, its significance for other Sciences and its significance for everyday life.

ASSESSMENT OF MATHEMATICS TEACHERS’ PROFESSIONAL COMPETENCE

2020 ◽  
Vol 11 (3) ◽  
pp. 477-500
Author(s):  
Nataliya Podkhodova ◽  
Viktoria Snegurova ◽  
Natalia Stefanova ◽  
Alla Triapitsyna ◽  
Svetlana Pisareva
Keyword(s):  
Diagnostic Test ◽  
Mathematics Teachers ◽  
Professional Competence ◽  
Assessment System ◽  
Teaching Competencies ◽  
Mathematical Skills ◽  
Mathematical Teaching ◽  
Level Ii ◽  
Level I ◽  
Basic Level

Development of students’ mathematical skills is associated with quality teaching, which means that mathematics teachers should be able to successfully solve mathematical, teaching, and professional problems. The article aims to describe the assessment system of mathematics school teachers’ professional competence, which helps identify gaps in their training and design tailor-made retraining courses. 2,359 mathematics teachers from 13 regions of Russia participated in the research on 05–29 September 2017. Foremost, we conducted a survey and collected data about their teacher category and teacher expertise. Next, we provided a preliminary diagnostic test to enable the participants to self-assess their subject matter and teaching competencies. After that, they completed a three-part diagnostic test to assess their abilities to solve mathematical, teaching, and professional problems. Finally, the participants conducted video lessons. The three-part diagnostic test and video lessons allowed determining the professional competence level for every mathematics teacher. 24% participants showed level I of professional competence, 44% – level II, 9% – level II; 23% participants did not pass the basic level of professional competence. The results show that the mathematics teachers have difficulties in solving mathematical, teaching, or professional problems so tailor-made retraining courses are required. The developed assessment system underlies designing the courses.

scholarly journals SOME PROBLEMS OF FORMATION THE PROFESSIONAL COMPETENCE OF FUTURE TEACHERS-PSYCHOLOGISTS

2020 ◽  
Vol 65 (1) ◽  
pp. 165-170
Author(s):  
G.S. Saudabaeva ◽  
◽  
F.A Abdrimova ◽  
Keyword(s):  
Professional Competence ◽  
Future Teacher ◽  
Teaching Staff ◽  
Future Teachers ◽  
Teaching Activities ◽  
Pedagogical Skills ◽  
The University ◽  
Educational Paradigms ◽  
And Training ◽  
Pedagogical Science

This article reveals the essence of the formation of pedagogical skills. The role and significance of motivation in the process of preparing students. Currently, much attention is paid to the psychological and pedagogical problem when preparing students for teaching activities. Today is a significant change in educational paradigms . We are witnessing the transition to new pedagogical technologies focused on individual creative forms and methods of training future teachers. The teaching staff of the University is set particularly important tasks for the formation of teaching staff. Since all activities for training future teachers should be carried out ahead of time. This is the need for time to be competent in the ability to forecast taking into account the demand of society, using the extensive methodological base of pedagogical science. The article also reflects psychological and pedagogical problems in the formation and training of future teachers. These methodological and practical directions will provide significant assistance in the formation and training of the future teacher.

scholarly journals FORMATION OF FUNDAMENTALS OF PEDAGOGICAL SKILLS OF FUTURE TEACHERS

2021 ◽  
pp. 24-28
Author(s):  
Oksana Bartkiv ◽  
Oksana Smalko
Keyword(s):  
Professional Competence ◽  
Educational Process ◽  
Interactive Methods ◽  
Future Teachers ◽  
Interactive Technologies ◽  
Professional Activities ◽  
Modern School ◽  
Pedagogical Skills ◽  
Definition Of ◽  
The Individual

present paper addresses the issue of formation of foundations of pedagogical skills of future teachers. Due to the requirements of the concept of a New Ukrainian School, since a modern school needs a successful teacher who can solve professional problems in the quality of teaching, the use of interactive technologies in the educational process, and the establishment of its interaction between actors based on parity and cooperation. The article aims to determine the essence and components of teacher’s pedagogical skills and the peculiarities of their formation among the future teachers. The realization of the goal requires solving the following problems: 1) to reveal the essence of pedagogical skill and structure: 2) to offer various types of tasks to form the foundations of students’ pedagogical excellence. We used scientific methods of analysis, synthesis to clarify the essence and components of professional competence of future teachers, the definition of interactive methods and techniques for their effective formation in students; methods of generalization and systematization to formulate views on the interpretation of the essence of the concept of «pedagogical skills of a teacher». We defined the following teacher’s pedagogical skills as one of the most important and interconnected at each level of teacher training and self-improvement: readiness to perform professional pedagogical activity; integrating pedagogical creativity; professionally essential qualities; individual and activity components of pedagogical skills. We proposed tasks to form the individual (professionally important qualities) and activity (build a competent model, create a «value profile of an individual», readiness to fulfil the professional role as a teacher − innovator, coach, facilitator, tutor, mentor) components of future teacher’s pedagogical skills. We emphasize the importance of using pedagogical empowerment as future teachers’ ability to demonstrate pedagogical skills and confident implementation of professional activities.

scholarly journals Tools and Methods of Formation of Professional Competence of Future Teachers of Computer Science and Information Technologies

2021 ◽  
Vol 58 (2) ◽  
pp. 1353-1357
Author(s):  
SaidovJasur Doniyor o’g’li Et al.
Keyword(s):  
Information Technology ◽  
Computer Science ◽  
Information Technologies ◽  
Professional Competence ◽  
Future Teachers ◽  
Effective Use ◽  
Tools And Methods

This article analyzes the process of effective use of methods and tools aimed at building professional competence in the process of professional competence, qualification requirements for modern professionals, training of teachers of computer science and information technology.

scholarly journals Teachers’ Views of Formation of Pupils Personal Educational Outcomes

2017 ◽  
Vol 9 (1) ◽  
pp. 66-74 ◽  
Author(s):  
D.V. Lubovsky ◽  
S.G. Plesnevich
Keyword(s):  
Educational Outcomes ◽  
Professional Competence ◽  
Future Teachers ◽  
Significant Relation ◽  
Teachers Perceptions ◽  
Modern Education

Teachers` perceptions of opportunities to provide students educational and personal outcomes in the circumstances of modern education were studied. The hypothesis was the assumption that teachers’ perceptions on the possibility of forming of schoolchildren’ personal educational results are related to their professionally important qualities. 72 teachers of one of Moscow gymnasium were examined with a questionnaire for identification ofteachers’ viewon possibility of forming of schoolchildren’ personal educational results and questionnaire of communicative and organizational tendencies KOS-1. The data showed that more than half of the teachers consider adequate professional competence for the formation of personal educational outcomes of students. There was a significant relation between the teachers’ viewof their commitment to the formation of personal educational schoolchildren’ results and the communicative and organizational aptitudes. Authors’ assumption is that professionally important qualities of a teacher are the internal basis for the formation of students’ personal educational outcomes.The importance of the activity approach in the education of future teachers to develop their professional aptitudes and abilities is stressed.

Diagnostics of professional competence of IT students based on digital footprint data

2020 ◽  
pp. 4-11
Author(s):  
I. G. Zakharova ◽  
Yu. V. Boganyuk ◽  
M. S. Vorobyova ◽  
E. A. Pavlova
Keyword(s):  
Information Technology ◽  
Educational Program ◽  
Professional Competence ◽  
Objective Data ◽  
Text Data ◽  
Data Set ◽  
Job Requirements ◽  
Digital Footprint ◽  
Graduate Employment ◽  
The University

The article goal is to demonstrate the possibilities of the approach to diagnosing the level of IT graduates’ professional competence, based on the analysis of the student’s digital footprint and the content of the corresponding educational program. We describe methods for extracting student professional level indicators from digital footprint text data — courses’ descriptions and graduation qualification works. We show methods of comparing these indicators with the formalized requirements of employers, reflected in the texts of vacancies in the field of information technology. The proposed approach was applied at the Institute of Mathematics and Computer Science of the University of Tyumen. We performed diagnostics using a data set that included texts of courses’ descriptions for IT areas of undergraduate studies, 542 graduation qualification works in these areas, 879 descriptions of job requirements and information on graduate employment. The presented approach allows us to evaluate the relevance of the educational program as a whole and the level of professional competence of each student based on objective data. The results were used to update the content of some major courses and to include new elective courses in the curriculum.

THE SYSTEM OF INFORMATICS COMPETENCIES FOR THE MATHEMATICS TEACHER

2020 ◽  
pp. 57-72
Author(s):  
Nadiia Ponomareva
Keyword(s):  
Information Technology ◽  
Secondary Education ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Systems Analysis ◽  
Web Technologies ◽  
Key Competencies ◽  
Teachers Training ◽  
Technology Specialists ◽  
Further Development

As a result of the analysis of domestic and foreign standards of key competencies, basic and complete secondary education, teachers’ training (in particular, mathematics teachers’ training) and information technology specialists training, the system of informatics competencies of a mathematics teacher, developed by Yu. S. Ramskyi, was updated in terms of the structure, content and indicators of competencies formation. It has been found out that the formation of the informatics competencies of a mathematics teacher begins with basic informatics competencies, the further development of which occurs primarily in the competencies in system administration, web technologies, programming and systems analysis.

scholarly journals Students’ Perceived Mathematics Teacher Competence: Longitudinal Associations with Learning Outcomes and Choice of College Major

2021 ◽  
Vol 11 (1) ◽  
pp. 18
Author(s):  
Dongjo Shin ◽  
Jaekwoun Shim
Keyword(s):  
Learning Outcomes ◽  
Student Perceptions ◽  
Secondary Students ◽  
Mathematics Teachers ◽  
Professional Competence ◽  
College Major ◽  
Teacher Competence ◽  
Quality Of Teaching ◽  
Achievement In Mathematics

The quality of teaching and teacher plays a significant role in enhancing students’ cognitive and motivational development. The purpose of this study was to identify longitudinal trajectories of student perceptions of mathematics teachers’ professional competence, and to examine how these trajectories were related to students’ engagement and achievement in mathematics and their choice of college major. The data used for analysis were obtained from the Seoul Education Longitudinal Study, a study of 2714 secondary students who were followed up for five successive years. Results showed four heterogeneous trajectories of students’ perceptions of teacher competence, and these trajectories were associated with students’ engagement and achievement in mathematics. In addition, those who consistently perceived their mathematics teachers to be highly competent and whose perceptions of their teachers’ competence became more positive over time were more likely than other students to choose math-intensive majors. These findings imply longitudinal links between mathematics teachers’ professional competence as perceived by their students and students’ choice of college major as well as their engagement and achievement in mathematics.

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