COMPETENCY-BASED APPROACH IN PROFESSIONAL TRAINING OF FUTURE MATHEMATICS TEACHERS ON THE EXAMPLE OF THE EDUCATIONAL COMPONENT «ANALYTICAL GEOMETRY»

Abstract

Summary. The article considers certain issues of the competency-based approach in the educational environment of higher education and the features of its implementation as one of the effective means of improving the professional competence of future mathematics teachers using the example of the educational component "Analytical Geometry".

The essence and interrelation of the concepts of "competence" and "competence" are analyzed. The competency-based approach to the professional training of a modern specialist is substantiated. It has been established that the main feature of the competency-based approach is the formation and development of the ability of students to analyze and predict work results, reflect on and evaluate professional situations and problems; to realize the understanding of personal responsibility for work results; to make rational decisions in solving specific tasks and problems.

The essence of the professional competence of a future mathematics teacher is clarified, the effectiveness of the competency-based approach in the educational environment of higher education in the training of future mathematics teachers in modern conditions is substantiated; Competency-based approaches to the formation of practical skills in the process of studying the educational component "Analytical Geometry" are defined.

It is proposed that the content of methodological training of future mathematics teachers be carried out in close connection with the content of the geometry course in secondary education institutions.

It was found that the competency-based approach, focused on the content-functional aspect of the professional training of future mathematics teachers, is successfully implemented when teaching the educational component "Analytical Geometry". The need to introduce a competency-based approach into the educational process of higher education through the organization of problem-oriented learning, stimulation of independent information search, and creative development of one's own projects is substantiated.