The results of theoretical analysis of philosophical, psychological and pedagogical literature on this research problem are highlighted; the key concepts «consciousness», «pedagogical consciousness», «professional consciousness» are analyzed, the definition of the concept «pedagogical consciousness of the future teacher of mathematics» is formulated (complex, multilevel personal formation, which is created and manifested in pedagogical activities, contains a holistic system of orientations and values, motives of self-development, pedagogical orientation, mathematical, methodical and psychological-pedagogical knowledge and skills, personal experience of the future mathematics teacher and his professional important qualities, the ability to reflect and manage personal mental and emotional conditions, professional and creative activity, ability to self-control and self-education).
The components of the pedagogical consciousness of the future teacher of mathematics (motivational, intellectual and reflective ones) are singled out; criteria and indicators are defined: motivational-value one (motivation for their own professionally-oriented activities; pedagogical orientation; values and value orientations), intellectual-cognitive one (availability of mathematical, methodological and psychological-pedagogical knowledge; creativity, innovative and critical thinking; use of new pedagogical achievements in research; emotional intelligence) and evaluative-reflexive one (ability to reflect; self-evaluation of their own pedagogical actions and its results; self-control).
It is found that the process of formation of pedagogical consciousness is considered in the context of various areas of professional and pedagogical development of the personality of a mathematics teacher: anthropological, axiological, culturological, systemic, personally active, processionally dynamic. The set of scientific approaches, in particular, systemic, synergetic, and competency ones allowed to organize research of process of formation of pedagogical consciousness of the future teacher of mathematics under the prism of its structural and dynamic development at various stages of studying in high school, to reveal organizational and pedagogical conditions which are a guarantee of success and efficiency of its formation.
The organizational and pedagogical conditions of formation of pedagogical consciousness of the future teacher of mathematics are revealed, theoretically substantiated and experimentally checked: increase of motivation to studying and interest to pedagogical activity; ensuring the relationship of professional disciplines with the content of pedagogical activities in the process of acquiring knowledge, skills and abilities; formation of the subjective position of applicants in the process of professional training; active involvement of applicants into research work.
The technology of formation of pedagogical consciousness of future mathematics teachers, developed on the basis of principles of ensuring unity of consciousness and activity with projection on formation of pedagogical culture of a teacher as a consequence of formation of his integral individual pedagogical consciousness is substantiated, experimentally tested and checked.
The developed technology includes the purpose, tasks, principles, functional components of the system and the integral relationship of components: motivational, intellectual and reflective ones, which determine the personality of each future teacher of mathematics and ensure the efficiency and optimality of formation and development of teachers' pedagogical consciousness. According to each component the content and didactic support, expediency of use of various organizational forms and methods of activization of educational-cognitive, research and educational-practical activity of applicants are substantiated. The reliability of comparative samples and their difference with a probability of 95% are substantiated (the results of experimental and control groups have significant differences, which indicates the effectiveness of the developed model at certain pedagogical conditions). The initial states of the experimental and control groups (according to the observational experiment) are similar, and the final ones (after the completion of the formative experiment) are different. The results of the pedagogical experiment proved the effectiveness of the technology of formation of pedagogical consciousness of future teachers of mathematics and theoretically substantiated organizational and pedagogical conditions.
