МЕТОДИЧНА ПІДГОТОВКА МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ ЯК ПЕДАГОГІЧНА ПРОБЛЕМА

Abstract

In the modern situation of modernization of national education, the society puts forward new requirements for graduates of pedagogical institutions of higher education. The pedagogical system of higher education is urged to fulfill the task of orienting the future teachers to promptly meet the needs of a fast-changing society and its citizens. The qualitative methodological training of future teachers, in particular, the teachers of Mathematics, plays an important role in the realization of this task.The current trends in the development of the educational sector, reforming the general secondary education, implementation of the Concept of the New Ukrainian School, introduction of innovative technologies and teaching aids into the educational process establish the necessity of the modernization of methodological training of future Mathematics teachers. Relevant external factors and conditions that affect the status of methodological training of future Mathematics teachers include, first of all, the leading tendencies of education in the world and in Ukraine, in particular, modern educational trends, availability of innovative technologies and teaching methods, use of digital tools, requirements of society to training specialists and others. An integrated approach, that is characterized by integrity, systematicity, purposefulness, motivation, versatility, dynamism, innovation, efficiency, plays an important role in the methodological preparation of the future Mathematics teacher. The use of a comprehensive approach and adherence to certain principles of teaching should aim to ensure the effectiveness of the methodological training of future Mathematics teachers, namely the formation of methodological competence. The methodical competence of the future Mathematics teacher should be considered as a professional readiness and ability to methodically and competently implement a complex approach into the educational process of mathematics, which is determined through a system of mathematical, methodological, scientific, psychological, pedagogical knowledge and skills, personal experience, values and personal qualities of the teacher.