scholarly journals FORMATION OF CRITICAL THINKING OF FUTURE MATHEMATICS TEACHERS BY MEANS OF GEOMETRY

2018 ◽  
Author(s):  
Maria Astafieva ◽  
Vladimir Proshkin ◽  
Svetlana Radchenko
Keyword(s):  
Critical Thinking ◽  
Secondary Education ◽  
Mathematics Teachers ◽  
Professional Training ◽  
Euclidean Geometry ◽  
Strategic Issues ◽  
Desargues Theorem ◽  
Subject Specialization ◽  
Theoretical Foundations ◽  
Education Standard

The essence of the concept of critical thinking as a modern pedagogical phenomenon is disclosed in the article. It is revealed that among the most important competencies, which are relevant to the work of a modern teacher, teachers often refer to critical thinking as the ability to critically process various information, the ability to produce ideas, identify strategic issues and solve them, find convincing arguments, take responsibility, defend your position and correct it under the reasonable influence of the opponents. The theoretical foundations of the process of formation of critical thinking of future teachers in the process of professional training at the level of principles, properties, methods, stages are identified. The analysis of the project "The Higher Education Standard of Ukraine" in the field of knowledge 01 "Education" for specialty 014 "Secondary Education", subject specialization 014.04 "Secondary Education (Mathematics)", which provides for the formation of a number of competencies among students is carried out. It is found that the basis of the above listed competencies and learning outcomes is critical thinking. It is proved that geometry (in particular, constructive and projective), its methods and tasks have inexhaustible possibilities and means that can be used as an effective tool for critical thinking formation in the process of professional training of future mathematics teachers. For an example, we solve two problems of Euclidean geometry (a construction task and a proof) with the use of the Desargues theorem- one of the key statements of projective geometry.

scholarly journals PECULIARITIES OF INNOVATIVE TEACHING INSTRUMENTS APPLICATION DURING PROFESSIONAL TRAINING OF FUTURE TEACHERS OF MATHEMATICS

2019 ◽  
pp. 314-323
Author(s):  
Helena Sinyukova ◽  
Oleg Chepok
Keyword(s):  
Secondary Education ◽  
Mathematics Teachers ◽  
Professional Training ◽  
Educational Institution ◽  
Innovative Technology ◽  
Mathematical Education ◽  
Future Teachers ◽  
Innovative Teaching ◽  
Short Period ◽  
Training Courses

Peculiarities of innovative teaching instruments application during the professional training of future mathematics teachers of secondary education institutions are considered in the article. The authors assume that an education of a student of a higher educational institution is significantly different from their education at an educational institution of a lower level by the fact that during a very short period of time it is necessary to master effectively a very large amount of information, gain a lot of corresponding skills. The fact is determinant for choosing appropriate innovative teaching instruments and specific forms of their implementation in institutions of higher education in general and in institutions of higher pedagogical education in particular. Vocational subjects for future teachers of mathematics can be divided into three groups: pedagogy and psychology, courses of mathematics in institutions of secondary education and methods of their teaching, mathematical disciplines of higher mathematical education. Only the training courses of the last two groups are considered. The general characteristic of their current state is given. The comparative analysis of the modern methodological concept of training courses packages formation in higher mathematics for future mathematics teachers of institutions of secondary education and the corresponding methodological concept of the 70-80s of the last century was represented. The necessity of thorough systematic work of every teacher of higher mathematics on the formation of the students' perception of the necessity of a precise substantiation of all statements to be proved is highlighted, that is, on the perception of the necessity of full argumentation in all cases, on the formation of appropriate skills. Fundamentally important directions for such a work are outlined. Problem-oriented training is defined to be the most appropriate innovative technology for the third-level educational disciplines, based on own experience, examples of such training methods for different types of training sessions and control measures are provided. The authors’ understanding of practice-oriented training is formulated. Changing of fundamental nature in curriculum of future teachers of mathematics are proposed after careful argumentation. According to the authors’ point of view such changes can ensure the sufficient level of practice-oriented training. Directions of further research are outlined.

scholarly journals The system of development of the methodological-mathematical competence within future mathematics teachers to be (theoretical-methodological aspect)

2020 ◽  
Vol 87 ◽  
pp. 00087
Author(s):  
Marina Ovchinnikova ◽  
Elena Linnik ◽  
Lyubov Shilova
Keyword(s):  
Mathematics Teachers ◽  
Professional Training ◽  
Educational Process ◽  
Optimal Combination ◽  
Mathematical Education ◽  
Mathematical Competence ◽  
Pedagogical Orientation ◽  
Process Compliance ◽  
Methodological Principles ◽  
Theoretical Foundations

The strategic guidelines in determining the theoretical and methodological principles of the system for the development of the methodological and mathematical competence of future Mathematics teachers is the implementation of the personality-oriented paradigm of education; creation of conditions for subject-subject interaction of participants in the pedagogical process; compliance with the provisions of the systemic, personality-active, integration-technological and competence approaches, the optimal combination of traditions and trends in the development of methods of mathematical education within the modeling of the content, forms and methods of organizing of the educational process. The main principles are highlighted – feasibility, integration, functional completeness, continuity, professional and pedagogical orientation, on which the pedagogical conditions for ensuring the effectiveness of the development of methodological and mathematical competence of a future teacher of mathematics are based. The use of the listed theoretical foundations in the professional training of future mathematics teachers has confirmed the effectiveness of the developed model.

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 Analisis Kompetensi Guru Sebagai Bagian Dari Pedagogical Content Knowledge Guru Dalam Menerapkan Pendekatan Saintifik Dalam Program PLPG

2020 ◽  
Vol 3 (1) ◽  
pp. 1-14
Author(s):  
Veronika Fitri Rianasari ◽  
Beni Utomo ◽  
Marcellynis Andy Rudhito
Keyword(s):  
High School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Research Method ◽  
Professional Training ◽  
Learning Material ◽  
Pedagogical Content ◽  
Scientific Approach

AbstractThe purpose of this research is to analyze the competence of teachers as part of the teachers’ pedagogical content knowledge in applying scientific approach in Mathematics PLPG (in-service teacher education and professional training) program rayon 138 Yogyakarta, Indonesia, in 2014. The research method used is descriptive with quantitative approach. The subjects of the study consisted of 23 mathematics teachers including mathematics teachers of junior high school, high school and vocational school from Kebumen, Purworejo, and Magelang. Data was collected by filling in a questionnaire at the beginning and end of the training, observing microteaching activities, and documenting the learning material arranged by PLPG participants. Based on the analysis, it can be concluded that PLPG especially PLPG rayon 138 Yogyakarta, Indonesia, in 2014 gives benefits for the development of teachers’ PCK, especially in terms of teachers’ competence in applying scientific approach. Based on the analysis of learning materials arranged by the teachers and analysis of learning videos, it is known that the majority of the teachers have been able to construct a learning material using scientific approach and implement it properly.  Keywords: teacher’s competence, pedagogical content knowledge, scientific approach, PLPG

scholarly journals Differences in Teachers’ Professional Action Competence in Education for Sustainable Development: The Importance of Teacher Co-Learning

2022 ◽  
Vol 14 (2) ◽  
pp. 767
Author(s):  
Maria Magdalena Isac ◽  
Wanda Sass ◽  
Jelle Boeve-de Pauw ◽  
Sven De Maeyer ◽  
Wouter Schelfhout ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Secondary Education ◽  
Structural Equation ◽  
Success Factors ◽  
Measurement Instrument ◽  
Teaching Experience ◽  
Education For Sustainable Development ◽  
Future Research ◽  
Subject Specialization ◽  
Action Competence

This study builds on a research-practitioner partnership embedded within an education for sustainable development (ESD) project and aims to explore the major potential challenges (i.e., disciplinary boundaries set by subject specialization, especially in secondary education) and success factors (i.e., teacher co-learning experiences in ESD) associated with differences in teachers’ professional action competence (PACesd) in a sample of 557 in-service teachers in primary and secondary schools in Flanders, Belgium. The study employed a recently validated PACesd measurement instrument and involved quantitative data analysis in a structural equation modelling framework. The results show that primary education teachers tend to report higher PACesd levels compared to their peers in secondary education. Moreover, regardless of educational level, gender and teaching experience, all teachers participating in a working group or a learning community in ESD are more likely to show higher levels of PACesd. Implications of the findings, limitations and directions for future research are discussed.

scholarly journals The Use of Smart Technologies in the Professional Training of Students of the Law Departments for the Development of their Critical Thinking

2020 ◽  
Vol 19 (3) ◽  
pp. 174-187
Author(s):  
Igor M Kopotun ◽  
Myroslav Yu Durdynets ◽  
Nina V Teremtsova ◽  
Lidiia L Markina ◽  
Luidmila M Prisnyakova
Keyword(s):  
Critical Thinking ◽  
Professional Training ◽  
The Law ◽  
Smart Technologies

CRITICAL THINKING AS AN INDICATOR OF THE QUALITY OF PROFESSIONAL TRAINING OF FUTURE MATHEMATICIANS

2020 ◽  
Author(s):  
Елена Васильевна Кузнецова ◽  
Илья Владимирович Стругов
Keyword(s):  
Critical Thinking ◽  
Professional Training ◽  
Applied Mathematics

В статье рассматриваются роль и место критического мышления в оценке качества профессиональной подготовки студентов направления Прикладная математика. The article examines the role and place of critical thinking in assessing the quality of professional training of students in the Applied Mathematics direction.

scholarly journals Role of In-Service Promoted Secondary School Heads in Strengthening Secondary Education in Kohat Division (Pakistan)

2013 ◽  
Vol 3 (1) ◽  
pp. 38
Author(s):  
Qaiser Suleman ◽  
Ishtiaq Hussain
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Professional Training ◽  
Statistical Treatment ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
School Level ◽  
Teachers And Students ◽  
School Heads

The purpose of the current paper was to explore the role of in-service promoted secondary school heads in strengthening secondary education. The objectives of the study were: (a) to investigate the role of in-service promoted secondary school heads in strengthening secondary education; (b) to investigate the weak areas of in-service promoted secondary school heads in strengthening secondary education; and (c) to suggest workable recommendations to improve the administrative performance of in-service promoted secondary school heads. All the teachers and students at secondary school level in Kohat Division, Khyber Pakhtunkhwa (Pakistan) constituted the population of the study. The study was delimited to male secondary school heads, teachers and students only. The study was further delimited to 30 secondary schools in each district of Kohat Division i.e., Karak, Kohat and Hangu. In order to ensure adequate representation of the population, 450 teachers and 900 students were selected through simple random sampling technique. The nature of the study was descriptive and questionnaires were used as research instrument. Pilot testing was conducted to eliminate the weaknesses, misconceptions and ambiguities of the questions in the questionnaires. Data was collected through personal visits. Then it was organized, tabulated, analyzed and interpreted. Statistical tools, i.e., percentage and chi square were used for the statistical treatment of the data. After analysis of the data, the researchers arrived at the conclusions that the overall administrative performance of in-service promoted secondary school heads was ineffective and unproductive. They lack the qualities of effective leadership and successful administration. Based on findings of the study, it is strongly recommended that a special professional training programme regarding school administration and management should be institutionalized so that in-service promoted secondary school heads may be equipped with the modern techniques of school management and administration. KEYWORDS: Role, In-service Promoted Secondary School Heads, Strengthening, Secondary Education

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