Professional Competence of Mathematics Teachers Under the Influence of ICT

Abstract

In the current context of globalization and informatization, the formation and development of teachers' professional competence, including that of mathematics teachers, is of great importance. This problem has found its solution within the framework of university training but has not been considered from the perspective of continuing education. The analysis of the state and experience of teacher training has shown that at present, the existing potential opportunities for the use of information and communication technologies in the educational process of schools and pedagogical institutions of higher education are not sufficiently realized, and no unified approaches to the training of mathematics teachers at the stage of university studies and afterward have been developed. The structure of the teacher's professional competence should take into account the specifics of continuous professional training of specialists in the use of ICT, and therefore the components of the professional competence of future mathematics teachers are divided into clusters: key (psychological and pedagogical), basic (information and communication), special (subject-oriented, practical methodological). The main direction of improving the level of professional competence of teachers is professional self-improvement through purposeful self-education. The rapid development of modern science, the constant increase in information, and the increasing requirements for any professional in terms of his professional competence require each person to be willing and able to systematically and persistently engage in self-education, through the perfect organization of self-education activities using modern information and communication technologies.