Дослідницька компетентність учителя математики та економіки: специфіка формування
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Дата
2014
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Анотація
У статті авторами розглянуто різні підходи до характеристики рівнів сформованості професійної компетентності фахівця та критерії їх визначення, проаналізовано сутність дослідницької компетентності як найважливішої складової професійної компетентності вчителя, її основні елементи та процес формування; обґрунтовано правомірність характеристики дослідницької компетентності вчителя (надпредметної, загальнопредметної, або спеціальнопредметної) в системі компетентностей, побудованій за критерієм змісту освіти; описано специфіку процесу формування дослідницької компетентності вчителя математики та економіки.
One of the main criteria for operation and effectiveness of higher education system is, above all, training of highly qualified personnel. This is facilitated by the introduction of the competence approach that focuses on the final outcome of the educational process and actually meets the requirements of modernity. An important task of higher pedagogical education is to develop future teachers’ research competence as a part of their professional skills. On the one hand it can be attributed to over subjective (basic) competencies, and on the other hand – can be considered as general subjective, as well as special subjective ones in the system of competencies, built according to the criterion of the contents of education. Attributing research competence to over subjective competencies appears to be valid because its formation involves the combination of the particular set of knowledge, skills and attitudes that are acquired as in the process of mastering the entire contents of education, as well as in the study of various academic disciplines. On the other hand, research competence can be considered to be general subjective one, as successful learning of academic disciplines that requires a high level of awareness as far systematization and generalization is concerned, is not actually possible without it. From the perspective of the future teacher of mathematics and basics of economics, it can be defined as ability to analyze mathematical and economic processes and adequately evaluate them; use inductive and deductive methods in the study of economic phenomena and while solving mathematical problems; define the main trends of economics development and establish cause-effect relations; use appropriate mathematical tools in the study of applied problems. Research competence in the suggested system of competencies can reasonably be attributed to the special subjective competencies, as the grasp of a special scientific apparatus of the theoretical and practical vocational-research activity in the study of professional disciplines determine the level of training of the future specialist. In the view of the teachers of mathematics and basics of economics it is characterized by the grasp of mathematical and economic disciplines theoretical foundations, by the proficiency in the corresponding conceptual apparatus, by the specific methods of economic-mathematical models research and the set tasks solution.
One of the main criteria for operation and effectiveness of higher education system is, above all, training of highly qualified personnel. This is facilitated by the introduction of the competence approach that focuses on the final outcome of the educational process and actually meets the requirements of modernity. An important task of higher pedagogical education is to develop future teachers’ research competence as a part of their professional skills. On the one hand it can be attributed to over subjective (basic) competencies, and on the other hand – can be considered as general subjective, as well as special subjective ones in the system of competencies, built according to the criterion of the contents of education. Attributing research competence to over subjective competencies appears to be valid because its formation involves the combination of the particular set of knowledge, skills and attitudes that are acquired as in the process of mastering the entire contents of education, as well as in the study of various academic disciplines. On the other hand, research competence can be considered to be general subjective one, as successful learning of academic disciplines that requires a high level of awareness as far systematization and generalization is concerned, is not actually possible without it. From the perspective of the future teacher of mathematics and basics of economics, it can be defined as ability to analyze mathematical and economic processes and adequately evaluate them; use inductive and deductive methods in the study of economic phenomena and while solving mathematical problems; define the main trends of economics development and establish cause-effect relations; use appropriate mathematical tools in the study of applied problems. Research competence in the suggested system of competencies can reasonably be attributed to the special subjective competencies, as the grasp of a special scientific apparatus of the theoretical and practical vocational-research activity in the study of professional disciplines determine the level of training of the future specialist. In the view of the teachers of mathematics and basics of economics it is characterized by the grasp of mathematical and economic disciplines theoretical foundations, by the proficiency in the corresponding conceptual apparatus, by the specific methods of economic-mathematical models research and the set tasks solution.
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Ключові слова
освітній процес, компетентнісний підхід, професійна компетентність, дослідницька компетентність, зміст освіти, вчитель математики та економіки, educational process, competence approach, professional competence, research competence, curriculum, teacher of mathematics and basics of economics
Бібліографічний опис
Мартиненко, О. В. Дослідницька компетентність учителя математики та економіки: специфіка формування [Текст] / О. В. Мартиненко, Г. І. Ковтун // Педагогічні науки: теорія, історія, інноваційні технології: науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін. – Суми : СумДПУ імені А. С. Макаренка, 2014. – № 5 (39). – С. 286–294.