The relevance of the present research is defined by the necessity of improvement of methodical training of mathematics teacher in a higher educational institution on the basis of multi-component diagnostics of competencies which represent the multidimensional result of education. Such diagnostics is preferable to be carried out by means of multidimensional vectors which allow not only assessing the educational process from different points of view but also predicting correction of its problematic zones. Purpose of the article is to develop vector method for diagnostics of future mathematics teachers' methodic competencies. The proposed method of vector modeling promotes qualitative and quantitative assessment of the results of methodical training of future mathematics teacher from the point of view of intensity (by means of absolute characteristics) and orientation (in relation to cognitive, activity or value-based components). The article determines such directions of the model of mathematics teacher methodical training as cognitive, social and humanitarian, operational-activity-related, research and methodical. Each of them corresponds to certain competence: information-methodological, social interaction, individual cognitive activity, self-organization and self-management and also system-activityrelated. Criteria for assessment of competencies on the basis of performance of methodical oriented practice tasks and projects were developed.
The article summarizes the results of the theoretical study of
The paper presents the methodology of education quality management based on the identication of teachers’ professional deficits. The methodology for evaluating the formation of subject and methodological competencies is described. Assessment materials are developed in accordance with the requirements of the professional standard of the teacher and the Federal state educational standards of basic general and secondary general education. It is supposed to implement an automated identification of professional deficits within teaching staff. The article presents empirical data on the results of the approbation of this technique. 624 teachers from rural and urban educational organizations of the Republic of Bashkortostan and 90 students of pedagogical specialties of the university participated in the testing. The analysis of the approbation results of the methodology and assessment materials showed that the developed methodology is applicable to identify professional deficits of teachers and students of teacher-training institutions for further construction of individual educational trajectories of the approbation participants.
The paper presents the methodology of education quality management based on the identification of teachers’ professional deficits. The methodology for evaluating the formation of the subject and methodological competencies is described. Assessment materials are developed in accordance with the requirements of the professional standard of the teacher and the Federal state educational standards of basic, primary and secondary education. It is supposed to implement an automated identification of professional deficits within teaching staff. The article presents empirical data on the results of the approbation of this technique. 624 teachers from rural and urban educational organizations of the Republic of Bashkortostan and 90 students of pedagogical specialties of the university participated in the testing. The analysis of the approbation results of the methodology and assessment materials showed that the developed methodology is applicable to identify professional deficits of teachers and students of teacher-training institutions for further construction of individual educational trajectories of the approbation participants.
В статье актуализируется проблема формирования готовности педагога к тьюторской деятельности с обучающимися. Современный педагог, согласно профессиональному стандарту, должен обладать умениями проектировать индивидуальную образовательную траекторию ученика. Такие умения связаны с реализацией тьюторской позиции педагога при обучении своему предмету для конструирования процессов формирования субъектности каждого учащегося. Среди качеств, значимых для тьюторской деятельности, выделяются: желание работать по призванию; умение контактировать с учениками; толерантность и самообладание; высокая профессиональная подготовка; профессиональная уверенность и высокая самооценка; педагогическая гибкость. Разработана анкета для выявления готовности педагога к тьюторской деятельности. Выделены мотивационный, когнитивный, операционный и рефлексивный компоненты готовности педагога к тьюторской деятельности. В мотивационный компонент входит ценностное отношение к тьюторской деятельности и осознание общественной важности тьюторского сопровождения. В когнитивный-сведения о педагогической методологии тьюторской деятельности, специфике и особенностях ее реализации. Операционный компонент содержит общность способов и приемов для достижения цели тьюторской деятельности. Рефлексивный компонент включает процесс постижения и разбор явлений персональной деятельности и индивидуального сознания. Представлены результаты анкетирования учителей и указаны пути формирования тьюторской позиции в системе дополнительного профессионального образования. Ключевые слова: тьютор, учитель, готовность к тьюторской деятельности, тьюторское сопровождение, дополнительное профессиональное образование.
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