Authors : Everstova Valentina Nikolaevna, Ivanova Avgustina Vasil`evna, Bugaeva Aya Petrovna, Popova Alena Mikhailovna and Makarova Sargylana Mikhai-Lovna
Abstract: The main challenge in training modern teachers of Mathematics is to optimize and improve the system of continuous education. This agrees with the basic principles of educational policy in many countries-participants of the Bologna agreement "training throughout life’ that involves continuous professional education. Changes in modern Russian education have aggravated many challenges in training teachers as well, including teachers of Mathematics, because the conditions for developing continuous education (multiple-level system, succession, flexibility, sufficiency, integration) are understudied in the Russian science and practice. Besides, there is a great practical need to study, develop and define the ways to solve this issue. The authors set the following goals: to overcome the contradictions between the need of the society and education to train different, more modern specialists by creating a whole pedagogical process. The study have specified the notions of ‘continuous education’ and ‘integration at various levels of continuous education’. The training of future teachers of Mathematics is analyzed by continuous sampling method using the data of pre-professional and professional training and employment. The results have enabled to evaluate the current practice of training teachers of Mathematics to reveal the best ways to improve Mathematical education by strengthening successive links between education stages (elementary, secondary, higher and post-graduate) and to define the ways to integrate the content at various levels of education. We have found that integrative processes in the system of continuous professional education define the unity and wholeness of its educational space involving different stages of education. The study justifies the need to develop a theoretical model to reveal the creation and functioning of the whole education space involving pre-graduate training, professional education and post-graduate education of a teacher of Mathematics. We need further studies to define conceptual foundations of integration at different levels of continuous system of professional training for teachers of Mathematics.
Everstova Valentina Nikolaevna, Ivanova Avgustina Vasil`evna, Bugaeva Aya Petrovna, Popova Alena Mikhailovna and Makarova Sargylana Mikhai-Lovna, 2016. Creating Integral Learning Environment for Training Mathematics Teachers under Continuing Education Conditions. The Social Sciences, 11: 6905-6909.