Technology for Forming an Innovative Component of a Modern Mathematics Teacher's Professional Competence
TL;DR
The effectiveness of the developed technology for the formation of an innovative component of the professional competence of a mathematics teacher has been confirmed statistically and makes it possible to master the methods of innovation.
Abstract
Introduction. The modern system of higher pedagogical education is designed to form future mathematics teachers with the competencies necessary for innovation in the context of digital transformation. These competencies include the ability to design and organize learning in a digital educational environment, as well as competently apply digital technologies and tools in practice. The purpose of the study: theoretical substantiation, development and approbation of a scientifically based technology for the formation of an innovative component of the professional competence of a mathematics teacher. Materials and methods. The study was conducted over the course of 6 years (2020-2025) in the process of training future mathematics teachers at Donetsk State University in the field of Pedagogical Education (bachelor's and master's degrees). To test the effectiveness of the proposed technology, a pedagogical experiment was conducted, including three stages (ascertaining, searching and forming), with the participation of 180 students and 230 practicing mathematics teachers. Motivational, activity-based and cognitive criteria were chosen for a comparative analysis of the formation of the innovative component of the professional competence of future mathematics teachers. To test the hypothesis about the effectiveness of the proposed technology, the Student's t-test was used. KEYWORDS Results. The developed technology for the formation of an innovative component of the professional competence of a modern mathematics teacher makes it possible to master the methods of innovation, which consist in using modern educational technologies to design learning, develop educational content, organize digital learning, and manage students' design and heuristic activities in a digital educational environment. The effectiveness of the developed technology for the formation of an innovative component of the professional competence of a mathematics teacher has been confirmed statistically (t = 2.2; p < 0.05). Conclusion. The advantage of technology is the possibility of forming an innovative component of professional competence not only among students who are future teachers, but also the development of this quality among practicing mathematics teachers.