RESULTS OF THE STUDY ON THE SUBJECT-METHODOLOGICAL COMPETENCE OF MATHEMATICS TEACHERS

The article is devoted to the problem of assessing the subject-methodological competence of a modern mathematics teacher in order to identify actual difficulties in their subject and methodological training. The research was carried out on the basis of the model for the level assessment of the teacher’s professional competence, developed with the direct participation of the authors of the article. The main means of assessment were specially designed tasks, the implementation of which required the subjects to display subject-methodological and psychological-pedagogical competence in different professional contexts at different levels: basic and advanced. The purpose of the authors of the article is to analyze the formation of the subject-methodological competence of future and practicing mathematics teachers based on the results of their performance of the designed tasks. The object of the analysis was the work of 2295 mathematics teachers from 13 constituent entities of the Russian Federation, completed at the first stage of the study, and 350 mathematics teachers and students — future mathematics teachers — from 2 constituent entities of the Russian Federation. The data obtained as a result of the study made it possible to describe the professional characteristics of mathematics teachers, clarify the content and operational content of their subject-methodological competence, highlight the deficiencies in subject-methodological competence experienced by a practicing teacher, the main professional difficulties of young specialists and graduates of pedagogical universities. The latter makes it possible to determine the ways for improving the system of subject-methodological training of students of mathematical faculties of pedagogical universities and faculties of universities that train students in the area of pedagogical education. Based on the generalization of the research results, conclusions are drawn about the level of subject-methodological competence of mathematics teachers. These conclusions make it possible not only to describe the professional portrait of a modern mathematics teacher, but also to identify the directions of his further training and professional development.

mathematics, mathematics teacher, pedagogical education, subject competence, methodological competence, professional competence of the teacher, methodological difficulties, assessment of competence, assessment model, quality of education

Kleshcheva I. V., Snegurova V. I., Stefanova N. L. Results of the study on the subject-methodological competence of mathematics teachers. Business. Education. Law, 2022, no. 1, pp. 265—271. DOI: 10.25683/VOLBI.2022.58.114.