Practical training in mathematics teacher education obtained in the conditions of dual form: role, place, tasks, features

Abstract

In the article, we analyze the traditional conditions, goals, and tasks of pedagogical practical training in mathematics teacher education at the master’s level of higher education and highlight the features of the organization of practical training at the workplace in the conditions of dual education. The article emphasizes that pedagogical practical training acquires new roles and significance in the conditions of dual education. Training at the workplace creates new opportunities in setting practical tasks and using means for assessment. On the contrary, a number of tasks, that are traditional for the pedagogical practical training of full-time master’s students, are not relevant. To consider the peculiarities of the organization of pedagogical practical training in the conditions of a dual form of education, an individual approach in developing an individual program for practical training at the workplace is necessary. In the individual program of pedagogical practical training such tasks should be clarified and specified with respect to the individual conditions of training at the workplace, the requirements and needs of a specific institution of general secondary education, the needs of individual methodical development of each student. It is also stressed that in order to meet the purpose, tasks, content of practical training and other requirements of the educational programme in the conditions of dual form of obtaining education, it is important to develop requirements for workplaces, material, technical and information resources, requirements for mentors, as well as clear criteria for evaluating the quality of training at the workplace (in particular, indicators for mentoring efficiency) and procedures for monitoring the quality of training at workplaces (including surveys of students and practical training supervisors from the university, etc.).