PLAYING COMPETENCE FORMATION OF THE FUTURE TEACHERS OF MATHEMATICS AS A PEDAGOGICAL PROBLEM
Journal Title: Науковий вісник Південноукраїнського національного педагогічного університету імені К. Д. Ушинського - Year 2017, Vol 118, Issue 5
Abstract
Future teachers’ professional competence formation, including Mathematics, determines the quality improvement of their professional training, the introduction of effective pedagogical technologies, new forms, methods and means of training aids. It was found out that professional activity of the future Mathematics teachers will be successful if it acquires innovation experience while being trained at an institution of higher education, the use of playing technology, in particular. The purpose of the study was to ground theoretically the essence of the playing competence acquired by the future Mathematics teachers as well as to determine their state of awareness of the playing technologies introduction procedure in the educational process of comprehensive school. We managed to ascertain that the playing competence is an essential component of the future Mathematics teachers’ professional activity. The playing competence of the future Mathematics teachers is regarded as complex integrative education, characterized by students’ acquaintance with modern playing technologies, possession of the techniques of their organization at Mathematics classes, the formation of creative thinking, empathy, intellectual, communicative skills, the ability to make non-standard solutions, the presence of one’s own participation experience in business and role-playing games at Mathematics classes. We can single out the following components of the future Mathematics teachers’ playing competence: motivational (motivation for pedagogical activity, the need to use playing technologies at Mathematics classes, emotional and valuable attitude to playing technologies), cognitive (acquisition of knowledge by students about games as an important students’ activity, awareness of different types of playing techniques, personal experience of participating in educational games), activity-centred (skills and abilities to make up and use playing technologies in the process of Mathematics teaching, to organise students’ interpersonal interaction in the playing activity; creative capacity, critical and logical thinking, the ability to make a non-standard decision) and person-oriented ones (tolerance, responsibility, emotional stability, reflection, intellectual capacity). The results of the final stage of the survey showed that future Mathematics teachers have quite superficial knowledge about the techniques which are required for organizing and conducting educational games or do not have enough information on the selection, design and proper use of different playing technologies at Mathematics lessons, they are slightly motivated to playing activities, which stipulates the necessity to conduct aim-focused work in order to form playing competence of the future Mathematics teachers in the educational process.
Authors and Affiliations
Anastasia Kushniruk
Keywords
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