CONTENT AND TECHNOLOGICAL SUPPORT OF THE PROCESS OF FORMING THE COMPETITIVENESS OF FUTURE TEACHERS OF MATHEMATICS

Abstract

The competitiveness of a teacher is an indicator of successful professional activity, the ability to be in demand due to a number of personal and professional qualities that determine a high level of expertise in the educational field. The effectiveness of forming the competitiveness of the future mathematics teacher will be higher under the condition of purposeful, systematic training in higher education, in particular, through the implementation of appropriate content and technological support. The purpose of the article is to characterize the content, forms, methods and technologies of the process of forming the competitiveness of future mathematics teachers. Research methods – analysis of scientific literature, systematization (to clarify the key concepts of research), implementation of research results in practice, observation, generalization (for the purpose of forming author's conclusions). It has been established that the formation of the competitiveness of future mathematics teachers occurs through the implementation of the system model of competitiveness formation in the process of scientific research activities and pedagogical conditions that ensure its effectiveness (using the potential of humanitarian disciplines in the process of forming the competitiveness of future mathematics teachers; organizing positive competition among students in the process of scientific research activities; motivational and stimulating support for the development of competitiveness of future mathematics teachers through the use of a set of pedagogical incentives; ensuring social partnership of subjects of educational activity in the process of developing the competitiveness of future mathematics teachers). The environment of scientific research activity contains three components: educational, practical-professional and research-innovative. The educational component provides for the formation of the competitiveness of future teachers during classroom training (through the use of a number of technologies, forms and methods - games, problems, cases, discussions, portfolios, the preparation of scientific papers, the performance of socio-pedagogical research) and extracurricular work (meetings with leading teachers, researchers, excursions). The practical-professional component involves the research orientation of student practices - propaedeutic and pedagogical. The research and innovation component enables the work of the students in scientific circles, student scientific society, conferences, competitions of scientific works, Olympiads, academic mobility, grants, and the implementation of socio-pedagogical research.