TY  - JOUR
T1  - Creating Integral Learning Environment for Training Mathematics
Teachers under Continuing Education Conditions
AU - Nikolaevna, Everstova Valentina AU - Mikhai-Lovna, Makarova Sargylana AU - Mikhailovna, Popova Alena AU - Petrovna, Bugaeva Aya AU - Vasil`evna, Ivanova Avgustina 
JO  - The Social Sciences
VL  - 11
IS  - 29
SP  - 6905
EP  - 6909
PY  - 2016
DA  - 2001/08/19
SN  - 1818-5800
DO  - sscience.2016.6905.6909
UR  - https://makhillpublications.co/view-article.php?doi=sscience.2016.6905.6909
KW  - teaching practicum
KW  -integration
KW  - mathematics teachers
KW  -continuing professional education
KW  -Career choice
AB  - 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.
ER  -