Didactic features of professional competences of mathematics teachers in France
Abstract
This article deals with the problem of research the key didactic features of professional competences of mathematics teachers in France. The scientific basis of the article is the analysis of modern publications of Ukrainian and French pedagogical press on the specifics characteristics of the experience of postgraduate professional training of teachers abroad.
The content of the article allows us to conclude that the system of French postgraduate education, which in its essential nature actually embodies in practice the ideas close to the long-term goals of the Conceptual Framework for Reforming Secondary Education «New Ukrainian School». The important compliance between the goals of the Ukrainian and French education systems, established as a result of the research presented in this article, is of scientific interest in the field of didactic features of professional competencies of modern teachers in general, and in particular, teachers of mathematics.
The relevance of the article is related to the necessity for a comprehensive consideration of the problem of adaptation of Ukrainian schoolchildren to enforced education abroad connected to the consequences of Russia’s full-scale aggression against Ukraine. The practical significance of the problem, which is described in the article, is the need to study and further implementation in the practice of the Ukrainian postgraduate pedagogical education of the best achievements of European experience in the development of professional competencies of mathematics teachers.
The most important of the achievements of the French system of postgraduate education of mathematics teachers are: the personalized approach to each student based on the choice of teaching methods adapted to the level of his/her subject and personal competencies; development of professional creativity, readiness for innovation and pedagogical experimentation; teaching students to apply mathematicals knowledges and methods to solve a wide range of problems in everyday life; to model processes and situations using mathematical methods; ability to communicate and cooperate effectively with students and their parents; integrating elements of digital literacy into the practice of their professional activities.
The beginning of research the key didactic features of professional competences of mathematics teachers in France allows to highlight the positive ideas on the development of professional competencies of mathematics teachers in France and their experimental implementation in the system of continuous postgraduate education in Ukraine.
