SOME ASPECTS OF FORMATION OF THE METHODICAL COMPETENCE OF THE FUTURE TEACHERS OF MATHEMATICS

Abstract

The article justifies a necessity of introducing changes to the content of professional training of the future teachers of mathematics in order to ensure their successful pedagogical activity in modern conditions of the organization of educational and training process. The aspects are highlighted of the professional competence of the future teacher of the New Ukrainian School. It is emphasized that in organizing the training of educators who will work in the New Ukrainian School in the future, the methodical training of students becomes especially important as an integral component of their professional training.

The scientific approaches regarding defining the concept of «methodical competence» are analyzed and the system of its components is allocated. It is emphasized that the methodical competence of the future teachers of mathematics is formed through a combination of scientific and theoretical training (special mathematical, psychological and pedagogical, training on a general methodic and the methodics of teaching certain sections in mathematics) and gaining experience in the implementation of various types of methodical activities.

Based on the own experience of teaching at the Lesya Ukrainka Volyn National University, the author analyzes the possibility of improving the methodical training of the future teachers of mathematics. The attention is focused on the fact that the future teachers of mathematics should receive a fundamental mathematical training that would be optimally combined with the school mathematics. The expediency of implementing a practical training of higher education seekers in several stages is justified through the increase of various types of educational and work practices. It is shown that each type of practice should have individual well defined tasks, the complex solution of which will contribute to the formation of methodical competence of the future teacher of mathematics. The key role in this regard belongs to the pedagogical practice. The conditions for conducting the pedagogical practice are outlined, under which all the components of the methodical competence of the future teachers of mathematics are effectively formed.