PREPARATION OF FUTURE TEACHERS OF MATHEMATICS IN FAR COUNTRIES

Abstract

The article highlights the peculiarities of methodological training of future mathematics teachers in countries abroad: Norway and the USA. It has been found that in Norway, the training of Mathematics teachers is carried out in the framework of the training of primary school teachers (grades 1-7 and grades 5-10), high school teachers (grades 8-13), vocational school teachers, preschool teachers and applied-pedagogical education (for persons with bachelor’s or master’s degrees). The methodological training of future mathematics teachers is based on the integrated course «Mathematics», the study of which involves the parallel implementation of mathematical and methodological training of students. The main forms of learning organization are lectures and seminars. The classes use a variety of teaching methods, depending on the topic and objectives of the training material. At seminars, preference is given to group work of students, role-playing games. The training is aimed at developing digital competence and aesthetics skills. In addition, an important role in the methodological preparation of students is played by pedagogical internship, during which the main emphasis is placed on the development of professional skills of teaching students of mathematics. The research proved that the training of future teachers in the United States is different from that of European countries. It is characterized by an interdisciplinary basis, which is reflected, in particular, in the structure and content of methodological training. Among the forms of practical training of future teachers in vocational schools, the most widely used ones are seminars, demonstration lessons, discussion groups, team teaching, reflective diaries, personal portfolio creation, and more. The defining feature of methodological preparation is individualization and research-oriented training, which are aimed at developing the ability of students to personal professional self-determination. The leading tendencies of improvement of methodological training of future mathematics teachers are determined. They are improvement of the content of methodological training in the context of modern achievements and innovative technologies; strengthening the integration component of methodological and mathematical preparation; increasing the level of independent work and research activities; strengthening the link between theory and practice.