Mykhailenko L. Formation of method competence of a teacher of mathematics in the partnership between a pedagogical university and a school

The thesis scientifically substantiates theoretical and methodological foundations of the formation and development of method competence of a teacher of mathematics in the partnership between a pedagogical university and a school: state of knowledge of the problem under study in domestic and foreign pedagogical literature is clarified; basic concepts and conceptual foundations of the formation and development of method competence of a teacher of mathematics in the partnership between a pedagogical university and a school are defined; main problems of the practical formation of method competence of future teachers of mathematics in Ukrainian pedagogical universities are highlighted and typical problems of the development of method competence of teachers of mathematics working in a school are identified; main forms and types of partnership between a university and a school are defined to provide conditions for the formation and development of method competence of a teacher of mathematics. A methodological system of training and advanced training of a teacher of mathematics is created and implemented and results in formed method competence of a teacher of mathematics: knowledge, skills, ways of thinking, views, values, and other personal qualities that can be identified, evaluated, and measured and that the teacher is able to demonstrate. The concept of formation and development of method competence of teachers of mathematics in the partnership between a university and a school is proposed. Based on the selected concepts, we consider the formation and development of method competence of a teacher a mathematics in the partnership between a university and a school as a complex process, which is based on the implementation of scientific approaches to professional training and advanced training of teachers of mathematics in pedagogical universities in compliance with interrelated conditions at the methodological, theoretical and technological levels. The concept of the study acquires qualitative certainty in the context of advanced modernization of methodological training to create a training base for future teachers of mathematics and a postgraduate education base for working teachers of mathematics. To visualize the developed concept, a model of organizing partnership within the «university-school» system for the formation and development of method competence of a teacher of mathematics is presented. The model of organization of partnership within the «university-school» system for the formation and development of method competence of a teacher of mathematics has four blocks: target, conceptual, content-technological, diagnostic-effective. The interaction of these blocks will ensure a systematic, smooth, effective partnership between a pedagogical university and a school for the formation and development of method competence of a teacher of mathematics. Organizational and pedagogical conditions for effective partnership include: creation of positive motivation for partnership in all participants from the university and school with the awareness of the partnership goal – improving conditions for the formation and development of method competence of teachers of mathematics; making all participants in the partnership within the «university-school» system focus on parity, intense activity of each participant in achieving jointly set goals; creating a special educational environment aimed at enriching the experience of methodological activities in teaching mathematics to students; ensuring the reflexivity of all participants in the partnership within the «university-school» system. Forms of partnership between a pedagogical university and a school, aimed at improving the effectiveness of formation and development of method competence of future and working teachers of mathematics are grouped: by educational and methodological direction; by scientific and methodological direction; by career guidance direction. A system of criteria, indicators and levels of method competence in teaching mathematics is highlighted. Organizational and methodological tools for the formation and development of method competence of teachers of mathematics in the partnership between a pedagogical university and a school are developed and appraised. The effectiveness of the proposed methodological system and «university-school» partnership organization model for the formation and development of method competence of a teacher of mathematics is proved by the results of a pedagogical experiment.