PROFESSIONAL TRAINING OF FUTURE MATHEMATICS TEACHERS IN GERMAN UNIVERSITIES

Abstract

The article is devoted to the peculiarities of the professional training of future mathematics teachers in the Federal Republic of Germany. It has been established that after joining the Bologna process in the country in relation to the training of pedagogical staff, tangible changes have taken place, which are aimed at improving and increasing the quality of education, as well as achieving consistency in educational issues with other states of the European Commonwealth. Currently, specialists in pedagogical specialties are being trained in Germany in the two-level «bachelor-master» system. The duration and content, teaching methods depend on the school in which the teacher intends to work in the future. Thus, mathematics teachers for high schools and gymnasiums are trained exclusively by universities. After completing the bachelor's degree, the applicant receives the degree «Bachelor of Science» or «Bachelor of Arts». The Master's program ends with the Master of Education degree. Further, university graduates can continue their scientific activities in post-graduate studies (doctoral studies), defend a thesis and receive a Ph.D. degree. In the course of the analysis, it was established that education in German universities is divided into basic, which ends with the passing of a pre-diploma exam, and professional courses. It was determined that the structure of the training of future mathematics teachers at the university includes: 1) special subject block; 2) subject-didactic (methodology of mathematics) block; 3) psychological and pedagogical disciplines; 4) different types of professional and pedagogical practice. As an example, the curricula for training a future mathematics teacher under the bachelor/master's system at the University of Bremen were considered. It has been found that the mandatory phase of the training of the future teacher is the internship at the school (Referendariat), the successful completion of which becomes admission to the second state exam, and subsequently to independent professional activity. The conducted analysis of the experience of German educational reforms and innovations can be used in the system of professional training of future mathematics teachers in Ukraine. In particular, the internship experience of young teachers in the future profession, as well as the organization of practical training, the types of practices that future teachers undergo in Germany deserve attention. 

Key words: professional training; future mathematics teachers; Germany.