Forming the Basics of Future Mathematics Teachers’ Professionalism by Means of Multimedia Technologies

Abstract

The purpose of this paper is to specify the essence and the specifics of implementation of the pedagogic technology of forming the basics of future mathematics teachers' professionalism using the potential of multimedia in higher education. The major research method is pedagogical experiment (comprising analytical search, ascertaining, forming, and control stages) aimed at verifying the efficiency of the pedagogical technology of forming the basics of future mathematics teachers' professionalism; statistic methods have also been employed for checking efficiency and reliability of the experimental research results. The participants of the pedagogical experiment have been 290 students (150 students of the experimental group and 140 students of the control group) of the training area 44.03.01 "Pedagogical education", skills profile "Mathematics". Theoretical issues on the nature, structure, criteria, indicators and levels of formation of the basics of future mathematics teachers' professionalism have been disclosed; the notion-category apparatus of the theory of the teacher professionalism has been specified; there has been scientifically grounded and developed the pedagogical technology of forming the basics of future mathematics teachers' professionalism that corresponds to the structure of the holistic pedagogical process and includes: target orientations, conceptual bases and regulations, procedural characteristics, program-methodological support, and an appropriate combination of traditional and multimedia tools. The results of the gradual introduction of the pedagogical technology of forming the basics of future mathematics teachers' professionalism by means of multimedia technologies indicate significant positive shifts in the formation of all the components of the basics of students' professionalism, which was reflected in the positive dynamics of the criteria for all indicators and generally indicates the effectiveness of the proposed pedagogical technology. Research materials can be used to further improve the theory and practice of the professional training, in particular, in the training of future mathematics teachers in the process of qualification improvement and personnel retraining, and in the selfeducational activity of teachers.

The system of development of the methodological-mathematical competence within future mathematics teachers to be (theoretical-methodological aspect)

“…The cognitive and activity components of the graduate's readiness are subject to assessment, which analyze competencies and their application in a specific situation. This path provides for the following indicators of competence: student portfolio; application of practice-oriented tasks in the educational process; compulsory public defense of term papers, bachelor's, theses; introduction into practice of intermediate control, complex exams; inclusion in the final state exam of integrated tasks of a professional orientation; increasing the number of workshops that allow students to demonstrate their competencies; development of competency tests; use of case meters [10].…”

“…Modern teaching technologies in higher education are a constant subject for research. Much attention is paid to using the capabilities of technologies based on the use of e-learning (G. Zamaletdinova [9], N. Gluzman [10], V. Taran [11], S. Wang [7]).…”

Instructional support for professionally oriented mathematics training of future primary school teachers

“…Результаты поиска и апробирования эффективных подходов, технологий, методов обучения математике будущих учителей с целью совершенствования их профессионализма отражены также в зарубежных источниках. Это проблемно ориентированный метод математического образования [4], использование мультимедийных технологий [5], определение оптимального баланса между теоретическим и практическим обучением математике будущих учителей [6].…”

Early Childhood Teacher Professionalism Based on Academic Qualifications and Work Experience

“…Research related to teacher professionalism has been widely conducted by various previous researchers, including teacher professionalism and its relation to multimedia technology (Gluzman et al, 2018), teacher professionalism associated with the workshop (Johannes, 2018), teacher professionalism in the field of dual structure (Nairz-Wirth and Feldmann, 2019), the effect of teacher professionalism on teacher-child interactions (Her and Kim, 2018), the relationship between individual innovation and teacher professionalism (Parlar and Cansoy, 2017) and science-based and pedagogical professionalism (Dodillet et al, 2019). However, relatively few researches on the professionalism of early childhood teachers related to academic qualifications and work experience have been conducted.…”