DOI: 
http://dx.doi.org/10.15293/1813-4718.2203.10
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
Keiv Maria Anatolievna
Кандидат педагогических наук, Cand. Sci. (Pedag.), Assoc. Prof. of the Department of mathematics and methods of teaching mathematics, Astafiev V. P. Krasnoyarsk State Pedagogical University, mkejv@yandex.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

Modeling of Additional Professional Educational Programs to Overcome Subject Deficits of Mathematics Teachers

Abstract: 
Modern challenges of the system of mathematical training of schoolchildren cause the growth of subject professional deficits of a mathematics teacher. However, the question of how to identify and level these deficits remains open. This makes it possible to state the problem of research, which consists in finding effective methods for overcoming the subject deficits of a mathematics teacher. The purpose of the article is to determine a modern approach to modeling additional professional educational programs for overcoming subject deficits of mathematics teachers and to develop a structural-meaningful model of an additional professional educational program “Subject deficits of a mathematics teacher”. Methodology. The methodological basis of the study was a competency approach as the basis for structuring the professional competencies of a mathematics teacher; a variable-modular approach as a constructive basis for structuring the model of an additional professional educational program; a systematic approach as the basis for diagnosing the professional deficits of a mathematics teacher; professional standard of a teacher (Module “Subject training. Mathematics”), the requirements of the federal state educational standard for the mathematical training of students in a comprehensive school. Methods of analysis of special literature and regulatory documents, pedagogical modeling and design were used. Study results. The conceptual foundations of modeling an additional professional educational program to overcome the subject deficits of a mathematics teacher have been identified. A structural model of the additional educational program “Subject deficits of a mathematics teacher” is presented. Conclusion. A distinctive feature of the additional educational program presented in the article “Subject deficits of a mathematics teacher” is that it consists of modules that design the continuous process of professional growth of a mathematics teacher in the context of targeted, personalized assistance to practicing teachers, through the selection of variable program modules.
Keywords: 
mathematics teacher, subject deficits, overcoming, warning, educational program, approaches, activity, developmental, integrated, principles, modularity, variability, diagnostics, continuity
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References: 

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