Vector Modeling In Assessment Of Teachers’ Readiness To Tutor Support Of Students

Abstract

The article presents the use of vector modeling and the project method when assessing the readiness of a future teacher to the tutor support of students. The project paradigm in methodological training of future teachers is implemented within personality-oriented and subject-activity approaches. Students’ readiness for tutor support includes their ability to identify resources of the educational environment and design individual educational routes of learners. This readiness is assessed on the basis of the results of methodological projects completed by future teachers. The leading research method is modeling by means of multidimensional vectors. The components of the vectors describe the actions at the informational-planning, practical and reflective-evaluative stages of the project activity. A vector has been introduced characterizing the social, subject and anthropological aspects of tutor support when students carry out a methodological project. The article presents the implementation of the project method in the methodological training of future mathematics and computer science teachers. The method of vector modeling for qualitative and quantitative assessment of the formation process of competences through absolute (vector modulus) and relative (direction cosines) characteristics is developed. Indicators for assessing students' actions are indicated and the process of assessing their competences is presented. Through the module of the resulting vector, the effectiveness of the methodological preparation of students for tutor support of learners is evaluated. Direction cosines characterize the degree of manifestation of the cognitive, action, and value components of competences. Comprehensive assessment of the professional education results is carried out using vector modeling.