PORTFOLIO TECHNOLOGY IN THE PROFESSIONAL TRAINING OF FUTURE MATHEMATICS TEACHERS

Abstract

Summary. Introduction. Currently, the problem of finding technologies for professional training of future mathematics teachers in accordance with the modern needs of educational reform is relevant in Ukraine.

The purpose of the article is to present the experience of using portfolio technology in the training of masters and to substantiate the feasibility of the comprehensive use of this technology to increase the level of methodological competence of future mathematics teachers, develop their creative abilities, and form a readiness to use the knowledge and skills acquired during the master's degree in professional activities.

Method. To achieve the goal of the article, the methods of comparison, analysis, synthesis, generalization, and observation were applied.

Results. The authors investigated the place and role of portfolio in the professional training of future mathematics teachers, analyzed the features of its use during lectures and practical classes on mathematics teaching methods in a specialized school. The article substantiates the functions of technology in the educational process: diagnostic, goal-setting, motivational and project, informational, evaluative, controlling, reflective and communicative. It was established that, unlike the traditional approach, which separates teaching, learning and assessment, portfolio technology organically integrates these three components of the professional training process during the study of theoretical material at lectures, the performance of various methodological tasks in practical classes and search tasks during the course of production pedagogical practice. A list of methodological tasks of the constructive and creative levels is given, thanks to the implementation of which portfolio provides the opportunity for the early formation of professionally significant skills of students and contributes to the development of their methodological competence.

Originality. The article presents the author's interpretation of the concept of «educational portfolio technology» and its functions.

Conclusions. It is summarized that the comprehensive and systematic use of portfolio technology contributes to the preparation of competent, proactive and competitive young teachers who are ready for self-improvement.