Formulation of the problem. Qualitative training of teachers, in particular, teachers of mathematics, has always been and is the primary task of a pedagogical university. Currently, in pedagogical universities of Ukraine, master's training takes place in the traditional way, which involves reading lectures, conducting practical, laboratory and seminar classes, as well as practice at school. However, the traditional master's training scheme cannot be adequately provided always, because a significant part of students forced to work at school, and therefore do not attend the required number of lectures and practical classes, and practice at school is reduced to "practicing" it at the workplace. One of the effective ways to solve this problem is to create an effective system of qualitative combination of theoretical and practical training of future teachers with professional activities even during their studies at the university. Materials and methods. To achieve the goal of the work, we use the theoretical method of analyzing methodological literature on the researched problem. We also use some empirical methods: surveying students regarding their employment, observing the educational process of teacher training in pedagogical universities, analyzing the educational achievements of future mathematics teachers in the field of their theoretical and practical training. In this article, we also use a set of methods of scientific knowledge: comparative analysis to clarify different views on the problem; systematization and generalization in order to draw conclusions and formulate recommendations regarding directions for improving the methodology of training future mathematics teachers; summarizing the pedagogical experience and observations of the authors. Results. To reduce the main shortcomings of the traditional forms and methods of training future specialists, to overcome the gap between the teacher training program at the university and the current requirements of school practice, and to increase the quality indicators of the training of qualified personnel, taking into account the requirements of employers, with the aim of acquiring education seekers experience in the practical application of practical skills and their social and professional adaptation to the conditions of real practical activity is possible, in our opinion, by introducing a dual form of education. Solving the problem is envisaged through the implementation of a set of measures to modernize the structure, content, technologies and methods of training mathematics teachers, including the development and implementation of mutually beneficial partnership models between higher education institutions, employers and students, aimed at increasing the effectiveness of practical training of future teachers for the practical application of acquired knowledge and skills, their social and professional adaptation in the conditions of real professional activity. Conclusions. We are aware that the dual form of education is not the only way to overcome the crisis of mathematics teacher training in Ukraine. However, in our opinion, it is this form that allows to harmoniously combine the theoretical and practical training of the future teacher, will contribute to the establishment of mechanisms of close interaction between institutions of higher education that prepare teachers and institutions of general secondary education to take into account the needs of schools and the requirements of employers for professional teacher training. The introduction of a dual form of education will help to change the attitude towards one's own profession among teachers themselves, since the process of passing on experience from a teacher-mentor to a student ensures awareness of the necessity of one's own profession both for the entire society and for the next generations of teachers.
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Open Access
Dec 1, 2022
Mónica Arnal-Palacián + 2
