Modeling of continuous professional training of a mathematics teacher using ICT

Today, mathematical sciences play a special role in the life of society, because they serve the development of scientific, technological and technological progress, determine the prestige of the country on the world stage. In this context, it is important to continuously prepare future teachers of mathematics for further professional activities, which in accordance with the current needs of the individual, society, state, allows to create conditions for self-expression, self-realization and self-improvement.&#x0D; The article is devoted to the issue of modeling the continuous professional training of mathematics teachers using ICT.&#x0D; The research goal is to analyze modern models of future teacher training for the use of innovative tools and methods in their pedagogical activities, to present a structurally component model of continuous professional training of a future mathematics teacher using ICT. The following research methods were used: analysis of psychological and pedagogical literature on the research problem; synthesis and comparison; theoretical modeling.&#x0D; The results. The main components of the structural model of continuous professional training of future mathematics teachers with the use of information and communication technologies are described. The main features of the new model of student training are identified: focusing on the need for lifelong learning; transformation of the bachelor's degree into the core of the educational system; providing students with a broad aspect of systematically updated master's programs, programs of professional and general cultural training and retraining; in the system of continuing education the key factor is the independent access of students to educational resources and innovative technologies of self-education; quality management of education based on a point-rating system to assess the level of students' mastery of academic disciplines. The directions of increase of efficiency of this process and ways of realization in practice of higher educational institutions of a pedagogical profile are allocated.&#x0D; Conclusions. It is proved that the semantic component of modeling the continuous professional training of a future mathematics teacher with the use of ICT forms one of the main tasks of teaching mathematics - to establish a connection between a particular course and the relevant school subject. The integration of theoretical and practical training of future mathematics teachers in the system of continuing education contributes to the activation of students' cognitive activity, forming a holistic view of the future profession, creating optimal conditions for gaining solid knowledge and skills at work. The criterion-diagnostic component of the model provides for linear consistency between the monitoring of professional readiness, criteria and levels of its formation.&#x0D; The model of forming the readiness of future mathematics teachers using ICT for professional activities in the system of continuous training helps to consider the structural elements and stages of preparation of future mathematics teachers for professional activities, the relationship between elements, design content, forms and methods of such training.