The dissertation focuses on the problems of forming future mathematics and physics teachers’ instrumental competences in the process of professional training. The essence of the key concepts of the research «future mathematics and physics teachers’ instrumental competences in the process of professional training» is defined as the system integrated personal feature that characterizes the level of mastering formed instrumental competences (the dynamic integral combination on motivational, value and cognitive bases), solving professional (to build a mathematical (physics) model,
a geometric scheme, to characterize a physics phenomenon, to prove a theorem, etc.) and life tasks by a graduate, «formation of the future mathematics and physics teachers’ instrumental competences» is a controlled process of mastering a set of instrumental competences and developing personal features and abilities via the end-to-end use of the latest informational, communicational and pedagogical technologies in the process
of professional training; mastering methods of mathematical modelling, skills
of scientific, methodical, project and management activities, the essence and structure
of the future mathematics and physics teachers’ instrumental competences, the structure
of these competences is specified; the theoretical bases of forming the future mathematics and physics teachers’ instrumental competences in the process of professional training are defended. The criteria and their indicators: cognitive (the level of mastering basic knowledge, the level of mastering professional knowledge, the ability to find, analyze, systematize and generalize information, using various sources); communicative (the level of professionally oriented oral and written communication in the native language, the level of professionally oriented oral and written communication in a foreign language, the level of knowing communicative bases of language professional manners (knowledge of the physics-mathematical speech), the motivation for developing and applying a pedagogical software product in the process of professional activity); technological (the level of mastering computer skills, the ability to create pedagogical software products, the quality of practical training future mathematics and physics teachers) and levels: creative, high, adequate are defined. The structural and functional model of the future mathematics and physics teachers’ instrumental competences in the process of professional training is developed, which includes three interrelated units: methodologically objective, meaningfully active and resultative, its effectiveness is tested experimentally.
The implementation of the structural and functional model of forming the future mathematics and physics teachers’ instrumental competences in the process
of professional training enables to increase the level of forming these competences in the experimental group in comparison with the control one.
