У дисертації вперше науково обґрунтовано теоретичні і методичні засади
неперервної професійної підготовки майбутніх учителів математики засобами
інформаційно-комунікаційних технологій. Розроблено та експериментально
перевірено систему неперервної професійної підготовки майбутніх учителів
математики засобами інформаційно-комунікаційних технологій. Подано авторське тлумачення понять «неперервна професійна підготовка майбутніх учителів математики засобами ІКТ», «готовність до професійної діяльності майбутніх учителів математики, яка формується в закладах вищої освіти засобами ІКТ», «професійна компетентність майбутніх учителів математики, яка формується в закладах вищої освіти засобами ІКТ», та «інформаційно-освітнє середовище вищої освіти майбутніх учителів математики». Репрезентовано алгоритм впровадження змішаного навчання в освітній процес педагогічного вузу, який передбачає в якості основного дидактичного засобу застосування дистанційних курсів, спроектованих в
модульному об’єктно-орієнтованому динамічному середовищі Moodle, використання локальних, web-орієнтованих систем комп’ютерної математики та електронних навчально-методичних комплексів з дисциплін. На формувальному етапі експерименту розроблену систему неперервної професійної підготовки майбутніх учителів математики реалізовано в системі підготовки бакалаврів та магістрів; упроваджено авторські навчальні засоби: навчальні посібники «Системи комп’ютерної алгебри», «Інформаційні технології», «Математична статистика», «Структурне та візуальне програмування», навчальні програми: «Інформаційні технології», «Системи комп’ютерної алгебри», «Використання обчислювальної техніки в навчальному процесі», «Новітні інформаційні технології», «Цифрові інструменти навчання», п’ять електронних навчально-методичних комплексів «Основи геометрії», «Прикладна інформатика», «Управління інформаційними зв’язками», «Системи комп’ютерної алгебри», «Сучасні інформаційні технології»,. Ефективність упровадженої системи неперервної професійної підготовки вчителів математики засобами інформаційно-технологічного забезпечення перевірено дослідно-експериментальним шляхом.
The dissertation is devoted to the solution of problems of continuous professional
training of future teachers of mathematics. Based on the analysis of the scientific
literature, the categorical and conceptual apparatus of the pedagogical component of the
formation of professional competence of future mathematics teachers in the field of
using ICT tools in professional activities has been clarified. The professional
competence of future teachers of mathematics, which is formed in higher education, is
considered as a qualification characteristic of the individual, which is formed in higher
education and covers mathematical, methodological and technological training,
pedagogical practice, which provides the necessary foundation for further development
of mathematics in the studied aspect. The analysis of foreign experience of the United States, Norway, Germany, Canada in the formation of professional competence of future teachers of mathematics showed the presence of common and different compared to domestic practice of training. Taking into account modern requirements of informatization of education in the dissertation the essence and structure of the concept "continuous professional training of the teacher of mathematics" are defined, the electronic educational resources used for studying of mathematics, electronic educational and methodical complexes, test programs are analyzed. The concept of continuous professional training of future teachers of mathematics, which contains theoretical, methodological and methodological concepts, is substantiated.
In the dissertation the integral system of continuous professional training of future
teachers of mathematics by means of information-technological maintenance in a
combination of motivational-value, cognitive-activity, personality-reflexive components
is developed. The model is designed and the pedagogical conditions are substantiated
(intensification of the content of professional training of mathematics teachers in the
system of continuing education by means of ICT; integration of innovative educational technologies in the process of professional training of mathematics teachers in
continuing education; educational process for the formation of professional competence
of future mathematics teachers in the system of continuing education; organization of
quasi-professional activities in the process of professional training of future
mathematics teachers) system of professional competence formation of future
mathematics teachers, the effectiveness of which is tested in training future mathematics teachers. It is proved that pedagogical conditions presuppose successful introduction of the model of continuous professional training of future mathematics teachers by creating an environment as close as possible to future professional activity, motivating students to personal and professional changes during training, stimulating them to professional growth. To verify the formation of professional competence of the graduate were used diagnostic methods of control and evaluation, taking into account the individual trajectory of training. It is based on a block-modular system of education
with a rating taking into account the student's activity, the purpose of which is a
comprehensive assessment of the quality of educational, independent and scientific
work of the student in mastering educational programs of higher professional education.
The rating system had the following levels: content (level of didactic unit, level of
discipline, level of cycle of disciplines, level of professional training) and organizational
(level of individual student, level of academic group, level of flow) It is determined that the formation of professional competence of future mathematics teachers is characterized by motivation to succeed; search for new sensations, as it stimulates emotions and imagination, develops creativity, and ultimately leads to personal growth; knowledge; ability to conduct self-control, self-assessment and self-analysis of the results of professional activity; skills such as organizational, communication, leadership, self-efficacy and learning self-efficacy. At the formative stage of the experiment, a system of continuous professional training of future mathematics teachers was developed and implemented in the system of bachelors and masters; author's teaching aids have been introduced: textbooks "Computer Algebra Systems", "Information Technologies", "Mathematical Statistics", "Structural and Visual Programming", educational programs: "Information Technologies", "Computer Algebra Systems", "Use of computer technology in the educational process "," Latest information technologies "," Digital learning tools ", five electronic educational and methodical complexes" Fundamentals of Geometry ","
Applied Informatics "," Information Relationship Management "," Computer Systems
algebra "," Modern information technology ",. The effectiveness of the implemented
system of continuous professional training of mathematics teachers by means of
information technology support has been tested experimentally. It is proved that the modern model of the system of continuous professional training of future mathematics teachers determines the formation of professional competence of future mathematics teachers, which includes a system of five structural blocks (target, conceptual, content-procedural, structural-functional and criterion- diagnostic). to effectively communicate information about the purpose, objectives and results of the formation of professional competence of mathematics teachers and which can be obtained through the implementation of certain and reasonable pedagogical conditions. The purpose of the pedagogical experiment was to test the level of professional competence of future mathematics teachers in higher education institutions. The results of the experimental study indicate that the implementation of a system of continuous professional training of students by means of ICT in the context of blended learning has allowed students of the experimental group to increase their level of professional training. Thus, the share of students with a high level of professional training increased from 15.85% to 37.80%; the share of students with an average level of professional training increased from 45.12% to 56.10%; and the share of students with a low level of professional training decreased from 39.02% to 6.10%. Based on the obtained values, we can conclude that the formation of these competencies characterizes the quality of student training and success in the application of the developed methodology of continuous training of future teachers of mathematics. The practical significance of the obtained results is determined by the fact that on the basis of the conducted research a holistic model of the system of continuous professional training of future mathematics teachers by means of ICT has been developed, tested and implemented, starting from curricula, curricula and academic disciplines of the professional cycle.
