pp. 157-165 | Article Number: mathedu.2015.011
Published Online: December 12, 2015
Article Views: 322 | Article Download: 344
The urgency of the problem stated in the article is due to the fact that in connection with the adoption in Russia of the Professional Standard for Teachers, Bachelors of teacher education should be fully ready for the implementation of their professional activities in accordance with the structure and content of labor actions specified in the Standard. The purpose of the article is to present the experience of the teachers of Elabuga Institute of Kazan (Volga region) Federal University in the development of the curriculum module, aimed at the development of the following labor actions: development of skills related to information and communication technologies; formation of common cultural competence and understanding the place of the subject in the overall picture of the world. The leading approach to the study of this problem is the analysis of the existing Bachelor training programs in teacher education, which leads to the conclusion about the need in practice-oriented approach to the training of future teachers. The developed curriculum module is for the discipline “Mathematics and mathematical foundations of information processing”, the main purpose of which is to provide students with skills enabling them to master the techniques of search and critical appraisal of natural science information, methods of mathematical processing of the results of educational research, and to involve students in the professional activities beginning with the first year of the study, which will enable them to become highly qualified teachers of the future.
Keywords: Labor Actions, Teacher, Mathematics, Natural Science Cycle
Abdrafikova, A. R., & Konopatskaya, E. A. (2014). The case study technologies as the means of competency building approach realization in higher education of Russia. English Language Teaching, 7(12), 94-99.
Anisimova, T. I., & Krasnova, L. A. (2015). Interactive Technologies in Electronic Educational Resources. International Education Studies. 8(2), 186-194. http://dx.doi.org/10.5539/ies.v8n2p186
Anisimova, T. I., & Sabirova, F. M. (2015). About module program “Disciplines of Mathematical and Natural Science Cycle” of the main professional educational program of applied bachelor degree in the direction of preparation “Teacher Education”. Fundamental research, 2(14), 3146-3150.
Bazurina, V. М. (2006). Training future teachers of foreign languages in the UK (Ph.D. Thesis). Zhytomyr State University, Zhitomir, Ukraine. Retrieved from http://dissland.com/catalog_ukr/professionalmznaya_podgotovka_budushih_uchitelej_inostrannueh_yazuekov_v_velikobritanii.html
Galimullina, E. Z., & Krainova, A. I. (2015). Integration of interactive technologies as a means of strengthening practical orientation of bachelor of teacher education. Modern problems of science and education, 3. Retrieved from www.science-education.ru/123-18936
Gilmullin, M. F. (2009). The Historical Component of the Mathematical Methodological Culture of Students Taking the Course of Mathematics History at Teachers’ Training University (Ph.D. Thesis). Ushinsky State Teachers’ Training University, Yaroslavl, Russia. Retrieved from http://www.dissercat.com/content/formirovanie-istoricheskogo-komponenta-matematiko-metodicheskoi-kultury-studentov-pri-obuche
Gilmullin, M. F. (2015). The experiment check of the efficiency of the historical component formation in teacher’s mathematical methodological culture. International Education Studies. 8(4), 218-230. http://dx.doi.org/10.5539/ies.v8n4p218
Golovanova, I. I., Asafova, E. V., & Telegina, N. V. (2014). Practice of online training. Kazan: Kazan University. Retrieved from http://kpfu.ru/portal/docs/F374100893/Golovanova_Asafova.pdf
Lyubimova, E. M., & Batyrev, V. V. (2015). Continuous training and professional practice in the training of future teachers.Electronic scientific and practical periodical “Economy and Society”, 1 (14). Retrieved from http://www.iupr.ru/domains_data/files/zurnal_14/Lyubimova%20E.M.%20Batyrev%20V.%20V.pdf
Margolis, A. A. (2014a) Problems and prospects of teacher education in the Russian Federation. Psychological Science and Education. 19(3), 41-57.
Margolis, A. A. (2014b) Requirements for the modernization of the basic professional educational programs (BPEP) of teacher training in accordance with the professional standard of the teacher: proposals for the implementation of the activity approach to teacher training. Psychological Science and Education, 19(3), 105-126.
Mayer, D., Mitchell, J., Macdonald, D., & Bell, R. (2005). Professional standards for teachers: a case study of professional learning. Asia-Pacific Journal of Teacher Education. 33(2), 159-179. http://dx.doi.org/10.1080/13598660500121977
Nyshanova, S. T., Baimukhanbetov, B. M, Abdigapbarova, U. M., & Mukhamedzhanov, B. K. (2014). Developing future teachers creative abilities in competence-oriented educational process of high school. Procedia - Social and Behavioral Sciences, 116, 4287-4292.http://dx.doi.org/10.1016/j.sbspro.2014.01.933
Professional standard. Teacher (teaching activities in preschool, primary general, basic general, secondary general education) (2013). Retrieved from http://www.rosmintrud.ru/docs/mintrud/orders/129/
Sabirova, F. M. (2015). On the mechanism of implementation of practice-oriented approach in teaching disciplines of mathematical and natural science cycle in pedagogical higher schools of Russia. Innovation in the modern world: a collection of articles of the International scientific and practical conference (pp.74-77). Moscow, Russia.
Safronova, M. A., & Bysik, N. V. (2014). Description of the project of modernization of teacher education. Psychological Science and Education, 19(3), 78-86.Schelfhout, W., Dochy, F., Janssens, S., Struyven, K., Gielen, S., & Sierens, E. (2006). Educating for learning-focused teaching in teacher training: The need to link learning content with practice experiences within an inductive approach. Teaching and Teacher Education, 22(7), 874–897. http://dx.doi:10.1016/j.tate.2006.04.003.
Thomas, S., & Kearney, J. (2008). Teachers working in culturally diverse classrooms: implications for the development of professional standards and for teacher education. Asia-Pacific Journal of Teacher Education. 36(2), 105-120.http://dx.doi.org/10.1080/13598660801971625.
Uşun, S. (2009). Information and communications technologies (ICT) in teacher education (ITE) programs in the world and Turkey: (a comparative review). Procedia - Social and Behavioral Sciences. 1(1), 331–334. http://dx.doi:10.1016/j.sbspro.2009.01.062