Achkan V. Forming readiness of future teachers of mathematics for innovative pedagogical activities in the process of studying the disciplines of the methodical training

The dissertation is devoted to the theoretical and methodological generalization and proposes a new solution to the scientific problem of forming the readiness of future teachers of mathematics for innovative pedagogical activities. The concept of forming the readiness of future mathematics teachers to innovate pedagogical activity in the process of teaching disciplines of the methodical training is scientifically substantiated and constructed. Based on certain conceptual foundations, a model for forming the readiness of future mathematics teachers to innovate pedagogical activity in the process of teaching disciplines is constructed, containing four components. The target component includes trends in the training of mathematics teacher in Ukraine in the context of innovative processes in education, on the basis of which the main tasks of improving the process of preparing the future teacher of mathematics are formulated and the purpose of the model is formulated. The theoretical and methodological component defines the regularities and principles of formation of the readiness of the future teacher of mathematics for innovative pedagogical activity, contains the main ideas of the Concept and reflects the components of readiness for innovative pedagogical activity (motivational-value, emotional-volitional, cognitive, operational-activity and evaluation-reflexive). Content-technological component reflects three main stages, content, methods, forms and means of training, forms of students' activity in the process of formation of readiness for innovation pedagogical activity. The evaluative-productive component defines the criteria, indicators and levels of formation of each of the components of the readiness of future mathematics teachers for innovative pedagogical activities. Experimental implementation of the developed methodical system into the educational process confirms the possibility of creating favorable conditions for it to form all components of the readiness of future mathematics teachers to innovate pedagogical activities.