DOI: 
http://dx.doi.org/10.15293/1813-4718.2104.05
UDC: 
378
Shkerina Lyudmila Vasilyevna
Доктор педагогических наук, Dr. Sci. (Pedag.), Prof. of the Department of mathematics and methods of teaching mathematics, Astafiev V. P. Krasnoyarsk State Pedagogical University, shkerina@mail.ru, Krasnoyarsk
Zhuravleva Natalia Alexandrovna
Кандидат педагогических наук, Assoc. Prof. of the Department of mathematics and methods of teaching mathematics, Krasnoyarsk state pedagogical university named after V.P. Astafiev, zhuravlevanataly@mail.ru, Krasnoyarsk
Keiv Maria Anatolievna
Кандидат педагогических наук, Assoc. Prof. of the Department of mathematics and methods of teaching mathematics, Krasnoyarsk state pedagogical university named after V.P. Astafiev, mkejv@yandex.ru, Krasnoyarsk

Methodology for Identifying Subject Professional Deficits of Mathematics Teachers

Abstract: 
Modern challenges of the system of mathematical training of schoolchildren lead to an increase in subject professional deficits of a mathematics teacher. Monitoring the teacher’s professional deficits allows them to be leveled in a timely manner, thereby improving the quality of the educational process. However, the theory and method of identifying them has not been studied much. This makes it possible to state the problem of research, which consists in determining the conceptual basis of the methodology for identifying subject professional deficits of a mathematics teacher. The purpose of the article is to develop a methodology for identifying subject professional deficits of a mathematics teacher. Methodology. The methodological basis of the study was a competent approach as the basis for structuring the professional competencies of a mathematics teacher; a systematic approach as the basis for diagnosing professional deficits of a mathematics teacher; federal state educational standard for higher education in the field of training “Pedagogical education”; professional standard “Teacher (pedagogical activity in the field of preschool, primary general, basic general, secondary general education. Module “Subject training. Mathematics”, the requirements of the federal state educational standard for the mathematical training of students in a general education school). The study used methods of analyzing special literature and normative documents, pedagogical modeling and design, mathematical processing of information. Results of the study. The basic principles of the methodology for identifying subject professional deficits are formulated and substantiated: expediency, diagnosticity, systemicity and advance. Based on these principles, the authors developed a methodology for identifying subject professional deficits of a mathematics teacher. The example shows the main stages and results of diagnosing subject deficits of a mathematics teacher in the field of combinatorics and probability theory.
Keywords: 
system approach, competency approach, diagnostics, expediency, systemicity, advance, subject competencies, method of detection.
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References: 

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