Pedagogical conditions for formation of personal professional qualities in students-future math teachers

Abstract

© 2015, Mediterranean Center of Social and Educational Research. All rights reserved. A modern school needs a teacher, who is able to cooperate, with high level of mobility, dynamism, creative talent, with deep professional knowledge, competencies. High level of requirements in professional training of future specialists conditions a large volume of theoretical knowledge, practical knowledge and skills, competencies, which the student shall acquire during his studying in the university. At that, high competitiveness at labor market requires constant professional self-improvement and personal growth. The purpose of investigation is to determine the pedagogical conditions, promoting the successful formation of professionally significant personal qualities in students-future teachers of mathematics. The structure of personal professional qualities of the students presents a complex formation, consisting of three interconnected components: creative; cognitive and emotional-volitional. A system work was carried out on each structural component. The implementation of complex of pedagogical conditions for formation of personal professionally significant qualities in students-future math teachers was executed due to organization of pedagogical work in the universities in different forms: extracurricular activity, specially organized for development of creative projects, the educational process itself. The indicators of the results of executed pedagogical experiment prove, that the specified pedagogical conditions provide the effective formation of personal professionally significant qualities in students-future math teachers. The indicators of formedness of structural components of personal professionally significant qualities (cognitive, creative, emotional-volitional) were higher in experimental group. Positive dynamics in formation of personal professionally significant qualities per each of three components is definitely expressed in experimental group; the degree of reliance is lower in the control group. The results of experiments show, that the pedagogical conditions, which we distinguished in the course of experiment, promote the formation of personal professionally significant qualities in students-future math teachers, and also increase the effectiveness of professional development.