Abstract
Given the current requirements for teaching internship, the issue of improving bachelor's preparation for math teachers may be considered relevant. Thus, the purpose of this research is to analyze the process of preparing bachelors majoring in math teaching within the system of higher education in the Republic of Kazakhstan. The existence of various programs and special courses on math teaching points to a high significance of specialist training for the current education system in Kazakhstan. Various advanced courses on math teaching were mainly aimed at improving the students’ results in final assessment in mathematics, as well as at developing their skills through teaching internships. A comparison we were made between modern teaching internship and the relevant experience in the 20th century. The students of Karaganda E.A. Buketov State University were offered to answer the questionnaire – the science and math test. Their answers were used as a basis for our analysis and conclusions. The share of students who have successfully completed educational programs in science and mathematics was 80%. The materials of this article can serve as a basis for further researches on the elaboration of industrial and teaching internship programs for various fields of bachelor’s preparation.
Highlights
Mathematics, which we learn, encourages using it in everyday life
In most European countries, central guidelines for initial teacher education programmes cover a wide range of areas of mathematical knowledge and teaching skills
This is echoed by the findings of the Eurydice pilot survey of initial teacher education programmes (SITEP)
Summary
Mathematics, which we learn, encourages using it in everyday life. What is the teacher’s role? What must the teacher do to maximize the students’ learning experience? Learning through problem solving has long become a popular slogan, and a great deal was invented and understood in this regard [1]. The National Mathematics Advisory Panel reported that mathematics is the invisible culture of our age This is especially evident in our technology-rich society. The article considers the role of teaching internship in math teacher education [2]. Math teachers need to possess a sound knowledge of the subject, a good understanding of how to teach it and the flexibility to adapt their methods to the needs of all students. In most European countries, central guidelines for initial teacher education programmes cover a wide range of areas of mathematical knowledge and teaching skills. This is echoed by the findings of the Eurydice pilot survey of initial teacher education programmes (SITEP)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Emerging Technologies in Learning (iJET)
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
