Methodical practice model of future teachers of mathematics

Abstract

The professional training of subject teachers should be aimed at developing professional competencies that will allow them to be successful in their field, to be professionals, ready for change, and be able to adapt to various situations. A significant element of professional training at a university is pedagogical practice, during which the student performs the subject teacher functions. However, students in practice often face such difficulties as organizing their activities and the activities of students in the lesson, allocating time to the lesson stages and observing the time schedule, selecting didactic materials, evaluating outcomes of students’ activities, solving unexpected pedagogical situations, and others. Particular attention should be paid to the psychological readiness of the future mathematics teacher to work at school. Therefore, it is essential to prepare students methodically and psychologically for the implementation of primary professional activities in teaching practice. This can make it feasible to carry out methodological practice, which is a transitional stage between educational and industrial practice. The issue of organizing methodological practice is currently new. Based on the literature analysis and the experience of organizing and managing practices, the paper proposes a model of methodological practice, which is aimed at applying active teaching methods to prepare future mathematics teachers for the main activity in teaching practice, namely, preparing and conducting lessons. The model includes seven stages with tasks, describing active learning methods and student activities.