ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS OF EFFECTIVE PARTNERSHIP INTERACTION OF THE UNIVERSITY AND SCHOOL FOR THE FORMATION AND DEVELOPMENT OF METHODICAL METHODYSTATIC

Abstract

To identify and substantiate the conditions for the effectiveness of partnership between university and school for the development of methodological competence of mathematics teachers, we analyzed the theoretical research of Ukrainian scientists on the organization of partnership between pedagogical university and school in the formation of teachers; clarified European educational traditions and trends in mathematics didactics and foreign experience of partnership in the training of mathematics teachers; in the process of pedagogical experiment tested the author's method of organizing partnership in the system "ZVO-ZZSO" for the formation and development of methodological competence of mathematics teachers. It is substantiated that the creation of positive motivation for partnership in all participants from the university and school with awareness of the purpose of the partnership - improving the conditions for the formation and development of methodological competence of mathematics teachers. Indicators of motivation of different partnership groups are revealed. It is argued that the setting of all participants in the partnership on parity, on the active activity of each participant in achieving common goals is a condition for effective partnership between the pedagogical university and the school. Describes the educational environment created to ensure effective partnership between the university and the school in order to form and develop the methodological competence of mathematics teachers. Ensuring the reflexivity of the university and school partners is important in order to characterize the results of the partnership, in particular it is important to find out the answer to the question: what did the participants get to form and develop methodological competence of mathematics teachers. We consider the study of the results of partnership as a process of gathering arguments and reflections, which will help to understand the dynamics and effect of partnership work, as well as help to inform about future projects or approaches. When used correctly, reflective activity should be a valuable tool that allows us to learn from our experience and assess the impact of partnership on the formation and development of methodological competence and helps to focus on what we want to achieve, how to achieve it and how to find out if we succeed.