COMPETITIVENESS OF THE TEACHER OF MATHEMATICS: THE ESSENCE AND STRUCTURE OF THE CONCEPT

Abstract

In the context of reforming of the system of higher education, the transition to a multilevel system of teacher training, the problem of forming their competitiveness becomes especially relevant. The need of educational institutions for highly qualified teachers is not satisfied enough nowadays. Most domestic teachers are not ready to work in a competitive environment, which puts forward a number of requirements for the modern specialist. Therefore, it is necessary to revise the concept of mathematics education, its goals, content, forms and methods of teaching - it should ensure the formation of teachers of a new generation, able to work effectively in a competitive environment in the market of intellectual labour. The purpose of the article is to study the essence and content structure of the competitiveness of a mathematics teacher. Research methods: analysis of the scientific literature, systematization (to clarify the key concepts of the study), generalization (in order to form the author's conclusions). It is established that the competitiveness of mathematics teachers is a dynamic, systematic, personal formation, which is characterized by the willingness of the specialist to use mathematical knowledge, skills and abilities in the pedagogical process, to model and design it at a high level of educational and professional motivation, ability to self-education, self-improvement and self-realization in the field of mathematical education. This is an indicator of successful professional activity, the ability to be in demand compared to others due to a number of personal and professional qualities that determine a high level of professionalism in their field. The components of teacher's competitiveness are: motivational and value (reflects the value orientations of the individual, a positive attitude to different types of socially significant activity, the need for self-actualization, self-affirmation, self-expression, self-development); cognitive (involves possession of a system of mathematical knowledge, readiness to apply them in the process of professional activity; possession of various methods of diagnosing student achievement); activity-practical (ability to plan, synthesize and construct educational material in mathematics; ability to predict the result of mathematical training; ability to determine goals, means, forms and methods of teaching mathematics, including innovative; ability to perform pedagogical research, interpret their results); communicative (ability to carry out verbal and nonverbal exchange of information, in particular, mathematical; ability to communicate in telecommunication networks, to establish pedagogically expedient relations with students, colleagues); reflexive (the ability of a mathematics teacher to self-knowledge, self-improvement, self-assessment of professional activity; the ability to objectively assess, adjust and predict the enrichment of their pedagogical experience).