Issues of preparing future mathematics teachers for integration into postgraduate pedagogical education system
Abstract
The article is devoted to the functional resources interaction concerning both higher pedagogical and postgraduate (pedagogical) education for improving the mechanisms of dynamic status transition from a student-mathematician of a pedagogical university to a stakeholder of a professional development system. The experience of Odessa Regional Academy of In-Service Education and South Ukrainian National Pedagogical University named after K. D. Ushynsky joint activities is represented.
The subject of the article is to examine the aspects of the flexible transformation of competences prototypes of pedagogical education students into the professional competences of mathematics teachers in the context of the gradual revealing of their practical experience in real conditions. It is emphasized that the formation of readiness for professional activity is a common field of activity for both institutions of postgraduate pedagogical education and institutions of higher pedagogical education. The authors have made the analysis of domestic and foreign specialists research on the problems of the content of scientific and methodological support for the professional growth of teachers, the conditions of professional adaptation and formation of novice teachers, the formation of the subject-scientific and professional-methodical competence of the future mathematics teacher.
The article also gives an expanded approach to contextual learning which acquires the features of a theoretical and practical basis for the synergy of systems of higher and postgraduate pedagogical education. The structure of the student’s competence contour and its interpretation from the standpoint of the systemic expansion of the model and the content of contextual learning for postgraduate pedagogical education are also clarified. It outlines the additional opportunities for applying the agile methodology and tools which are recognized as an influential factor in the modernization of the educational space. The article substantiates and investigates the need to include students at the quasi-professional and academic-professional levels in the modeling of professional development strategies and trajectories of continuing professional education throughout the entire professional career.
