Model for the formation of research competence of a future teacher of mathematics

Abstract

Relevance. The study addresses the pressing need for educational reform in Kazakhstan, particularly in the training of pedagogical specialists, including future mathematics teachers. It emphasizes the importance of identifying and understanding the competencies required for effective educator preparation in the evolving educational landscape. Purpose. This study aims to explore the model for cultivating research competence among future mathematics teachers and to differentiate between the terms "competency" and "competence". It seeks to highlight the implications of these distinctions for professional development and educational practice. Methodology. The study likely utilizes qualitative research methods such as literature review and potentially case studies or interviews to investigate the formation of research competence in mathematics educators. Results. The findings underscore the comprehensive nature of mathematics education, emphasizing the integration of didactic, educational, and organizational skills. It explores how these skills contribute to fostering students' holistic development across emotional, intellectual, and physical dimensions. Conclusions. Effective mathematics teaching encompasses a blend of innate abilities, acquired skills, and personal traits, alongside a deep commitment to student welfare. The study underscores the necessity of aligning educational practices with contemporary societal demands and institutional frameworks. It advocates for the active integration of research competence models into teacher training programs to better prepare educators for the challenges of modern educational environments. Keywords: students; academic performance; education; competence