Development of Open Cognitive Position of a Math Teacher is the Main Condition for Forming Its Professional Competence
The paper treats the problems of development of such teacher’s quality as competence. The situations which help to identify a competent math teacher are described. Only highly efficient teachers took part in the experiment: teachers, who have won Soros stipend; teachers engaged in intellect-consuming models of teaching; teachers with the highest level of qualification; teachers, engaged in research activity and the like. The experiment showed that an open cognitive position is the leading feature of a competent math teacher who works on the basis of psychologically oriented models of education. It is possible to form an open cognitive position of a would- be math teacher within the frames of a discipline «Psychodidactics » on the basis of integrative project tasks.
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Issue: 3, 2006
Series of issue: Pedagogy (Theory and Teaching Methods)
Rubric: Direction of Professional Training and Development of the Modern Teacher
Pages: 74 — 79
Downloads: 1664