Features of professional activity of mathematics teachers in out-of-school educational institutions

Abstract

The purpose of the article is to study the specifics of the professional activity of mathematics teachers in extracurricular educational institutions. The methods of surveying and analyzing the answers of participants in the educational process consider ways to ensure effective conditions for the educational activity of students who have inclinations and abilities to learn subjects in the field of mathematics, as well as the inaccessibility of quality mathematics education for all categories of applicants.

The most important problems of the professional and pedagogical activity of a mathematics teacher, the preparation of future teachers of this subject for self-education, self-development and self-improvement throughout the entire period of their further professional and pedagogical career are analyzed.

The results of the study of the methodological foundations of the training of future mathematics teachers for professional and pedagogical activity indicate the possibility of using the teacher's professional and pedagogical activity as its methodological basis. It has been proven that the practical methodology in educational activities is based on already existing principles, methods of cognition and paradigms during the algorithmically determined solution of practical problems and tasks of purposeful transformative activity by pupils. The theoretical methodology, answering the question «how to know?», reveals the rules and principles of knowledge, is aimed at creating models of ideal knowledge and has as its product the knowledge of new paradigms.

It is shown that the pedagogical workers of extracurricular institutions, forming a system of life and professional values of pupils, have the opportunity to effectively manage their career guidance through targeted professional information, activation, diagnosis, consultation and initial professional adaptation.

The specifics of the independent cognitive activity of pupils in out-of-school educational institutions, which consists in equal cooperation with pedagogical workers, have been revealed.

Conclusions: focus on out-of-school educational activity based on creative cooperation of pupils and teachers, their motivation for this type of activity are the leading pedagogical conditions for the readiness of future mathematics teachers for professional activities in out-of-school education institutions.