Abstract
The paper aims to identify the main components of the general professional competencies OPK-1 and OPK-2 formed in the process of teaching Mathematics to students in the training programmes 05.03.06 Ecology and nature management, 35.03.08 Aquatic bioresources and aquaculture, 19.03.03 Animal food products. The paper considers the methods of formation and the components of the general professional competencies in the context of Mathematics teaching as set out in the scientific and pedagogical literature, identifies the main characteristics of OPK-1 and OPK-2 and the need to determine their components. Scientific novelty is accounted for by the expansion of the theory of competence-based learning and the development of the structure of future ecologists’, marine biologists’ and technologists’ general professional competencies in the context of Mathematics teaching at university. The result of the study is as follows: the components of the general professional competencies formed in the learning process and accepted as learning outcomes in Mathematics teaching have been identified (cognitive, activity-related and professional). In addition, the features of formation of these components have been characterised, the types of activities in which they manifest themselves and performance indicators have been outlined.
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