Svitlana Zolotukhina, Olha Bashkir, Oksana Zhernovnykova. Stages of Training Future Mathematics Teachers in The Field of Pedagogical Improvisation.

(2018) Science and education, 4, 80-86. Odessa.


DOI:

Svitlana Zolotukhina,
Doctor of Pedagogy, professor,
Head of the Department of General Pedagogy and Pedagogy of Higher Education,
Olha Bashkir,
PhD (Candidate of Pedagogical Sciences), associate professor,
Doctoral student at the Department of General Pedagogy and Pedagogy of Higher Education,
Oksana Zhernovnykova,
Doctor of Pedagogy, associate professor,
professor at the Department of Mathematics,
H.S. Skovoroda Kharkiv National Pedagogical University,
2, Valentynivska Str., Kharkiv, Ukraine,


STAGES OF TRAINING FUTURE MATHEMATICS TEACHERS
IN THE FIELD OF PEDAGOGICAL IMPROVISATION


SUMMARY:

Pedagogical improvisation helps a teacher to respond to new unexpected situations in a quick, flexible and adequate way. The aim of the research is to test the effectiveness of theoretically developed stages of training future mathematics teachers in the field of pedagogical improvisation (motivational-target, content-procedural, evaluativereflexive). The following criteria for future Mathematics teachers’ pedagogical interaction skills were distinguished: motivational, substantive, procedural-behavioral, reflexive, on the basis of which the examination of the investigated phenomenon was carried out. At the initial stage of the pedagogical experiment, the students were interviewed, and the results showed a low level of their pedagogical improvisation skills according to all indicators. Subsequently, each group was subdivided into experimental and control subgroups. In the experimental subgroup, the suggested stages were implemented, while in the control group lessons were conducted in a traditional way. The results of the pedagogical experiment confirmed the effectiveness of the suggested stages in the work on the formation of Mathematics students’ improvisation skills.


KEYWORDS:

training, readiness, future teachers of mathematics, educational process, higher educational institutions, pedagogical improvisation.


FULL TEXT:

 


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