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ПРИНЦИПИ ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ МАТЕМАТИКИ ДО ІННОВАЦІЙНОЇ ПЕДАГОГІЧНОЇ ДІЯЛЬНОСТІ

100%

Ачкан В.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 2(56)

162-170

EN

In the article on basis of the systems analysis and generalization of the data on the study the principles of formation of the future mathematics teacher’s readiness to the pedagogical innovative activities are disclosed and their meaning and essence highlighted. These are the principles of innovative learning, integrity and systemic character, continuity and succession, personally oriented activities, partnership and cooperation, integration, context activity, problematic and creativity, individualization and differentiation of learning, feedback. The principle of innovative teaching directs learning to develop readiness of the individual to work in a new environment, adapt to changes in the society (including the change in the quantity of hours to study mathematics, changes in regard to mathematics education, priorities in studying mathematics), set new, unusual for its task, use new ways to solve problems, take a new experience, develop and improve. The principle of problematic and creativity in teaching future teachers and their preparation for innovative pedagogical activities is based on creating and solving problem situations and tasks. The principle of partnership and cooperation is reflected in the content of teachers and students work at all stages of preparation of the future mathematics teachers to implement the main directions of innovative educational activities. The principle of individualization and differentiation of education is reflected in the choice of innovative methods and forms of training – the optimal combination of general, group and individual forms and corresponding to them methods coupled with orientation to self-actualization and self-development of future teachers. The principle of feedback orients to creating a positive and effective feedback as a prerequisite for diagnosis preparedness of the future teacher of mathematics to pedagogical innovation and the implementation of the effective remedial changes. The implementation of this principle involves neutralizing the fear of rating, the ability to respond positively to constructive criticism, the formation of the students’ attitude to mistakes as integral and even useful elements of the training activities from the first weeks of learning. There is an urgent importance of the issue of formation of the regularities of the future mathematics teacher’s readiness to innovative educational activities.

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ІНФОРМАЦІЙНА КОМПЕТЕНТНІСТЬ ЯК СКЛАДОВА ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ МАТЕМАТИКИ

100%

Бєсова О.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 5(39)

157-162

EN

The possibilities of the formation of information competence as a part of professional competence of future teachers of mathematics are described. The teacher has to update constantly his own professional, general cultural and scientific-methodological level. Training, retraining and further professional development sometimes become a necessary element of the profession. Teacher’s professionalism is an integrated measure of his personality – active nature, ability to implement his civic responsibility, maturity and professional duty. So lately has been actively discussed the preparation of a future teacher of mathematics on the basis of competence approach as the most effective approach to the educational process, that provides training in accordance with the current requirements of the society. The teacher of mathematics should have sufficient fundamental scientific preparation, know the methods of scientific research in mathematics, use computer technology at different stages of the educational process. Measuring of the level scientific and theoretical training can be done by means of testing. Mathematics teachers must have knowledge of psychology and pedagogy to better understand the personality of each student, to carry out an individual approach. In the article is given an analysis of the literature and are defined components, functions, levels of structure of teacher’s information competence. Information competence of a teacher of mathematics involves extensive use of computers, electronic versions of training materials, curricula, educational technologies of creative nature. Teachers should have the necessary training for the specific differentiation capabilities of students based on individual characteristics, motivation, age and psychological characteristics. Systemic, holistic view of information competence, the selection of its structure, grounding criterion, functions and levels of formation, allowing targeted and efficiently organize the training process through educational activities, enhance professional knowledge to make effective decisions in educational activities. Information competence is a major component of an information culture, which in turn is a part of the general culture. Definitely multidimensional concept of information competencies that researchers associated with the phenomenon of information society with the technological revolution, the emergence and proliferation of electronic information-communication technologies also identifies the key elements of the formation of information competence and the proposed implementation of it using Media-Technology.

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Zawód – nauczyciel. Silne i słabe strony programów kształcenia nauczycieli

51%

KANDZIA J.

Edukacja-Technika-Informatyka

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2015

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vol. 6

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issue 2

18-23

PL

Na podstawie Raportu Liczą się nauczyciele o stanie edukacji 2013 opublikowanego przez Instytut Badań Edukacyjnych przedstawiono zarys drogi, jaką pokonują adepci, aby zdobyć zawód nauczyciela. W artykule wskazano na niski poziom przygotowania merytorycznego i pedagogicznego nauczycieli do tego zawodu pomimo „dobrego” (czytaj: wyższego) wykształcenia. Podkreślono słabe strony organizacji i zakresu studiów nauczycielskich. Zaproponowano możliwości poprawy aspektu dydaktycznego oraz organizacyjnego kształcenia nauczycieli.

EN

The Institute for Educational Research published report about the state of education in 2013 – named Teachers are important. Article outlines the path that adepts must overcome to become teachers. There is pointed low level of preparation both substantial and pedagogical of teachers to the profession despite academic degree education. There are outlined weaknesses of organization and scope of the studies. It was offered opportunities to improve the educational aspect of teacher’s training and organizational solutions.

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2 Педагогічні науки: теорія, історія, інноваційні технології

1 Edukacja-Technika-Informatyka

1 KANDZIA J.

1 Ачкан В.

1 Бєсова О.

1 2016

1 2015

1 2014

ПРИНЦИПИ ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ МАТЕМАТИКИ ДО ІННОВАЦІЙНОЇ ПЕДАГОГІЧНОЇ ДІЯЛЬНОСТІ

ІНФОРМАЦІЙНА КОМПЕТЕНТНІСТЬ ЯК СКЛАДОВА ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ МАТЕМАТИКИ

Zawód – nauczyciel. Silne i słabe strony programów kształcenia nauczycieli