Synitska N. Formation of readiness of future teachers of mathematics for differentiated education of students of rural schools

In the dissertation for the first time the system of formation of readiness of future mathematics teachers for differentiated training of students of rural schools on the basis of certain pedagogical conditions of formation of such readiness is theoretically substantiated and experimentally checked. The system of professional training of future teachers to work in a school in rural area issubstantiatedin thedissertation. Theessence ofthe notion «junior schoolinruralarea» isdefined. Main stages of the development of primary education and professional training of school teachers for rural schools are defined. The notion of «readiness of future teachers to work at a schoolinruralarea» isdefined. Major directions of modernization of professional training of school teachers abroadare characterized: standardization of professional and educational training of future teachers; integration of pedagogical education of European Union countries into the common European educational space; individualization of studying of future teachers; formation of image of aneffectiveteacher; Multi-paradigmaticness of training of future teachers. Тhe formation of future teachers of mathematics motivational and value attitudes to differentiated learning, which is based on their individual psychological characteristics; strengthening the content of the process of forming the readiness of future mathematics teachers by introducing a special course «Preparation of future mathematics teachers for differentiated learning of rural schools» and developed a model of the system of forming the readiness of future mathematics teachers for differentiated learning of rural schools –correctional blocks. The content of the concepts «professional training», «differentiated education», «readiness of future mathematics teachers for differentiated education of rural school students» has been clarified; the structural components (motivational-value, cognitive, practical, personal), criteria, indicators and levels (low, basic, average, high) of formation of readiness of future mathematics teachers for differentiatedtraining of students of rural schools are specified. The main paradigm of the process of training of students to work in a junior school in rural area,which acts as a theory of personality-oriented education, as well as major approaches used in the researchprocess – systematic, competence-based, environmental – are characterized. The model of the training of future teachers to work in a school in rural area, which includestheoretical, forming, assessment and productive units, is designed. The main principles of the system of training of future teachers to work in a school in ruralarea are identified and disclosed: professional pedagogical orientation, taking into account the variantconditions of obtaining of primary education, educational cooperation, organization of subject-subjectinteraction.