employee
Russian Federation
The article examines the problem of developing methodological mobility as a teacher’s professional and personal quality during in-service training in the system of additional professional education. The structure of methodological mobility is described through the constituent components and their manifestation. Requirements for the structure of modular programs of additional professional education, effective from the point of view of the development of teacher’s methodological mobility in the implementation of advanced training programs, are formulated. The results of pedagogical diagnostics are presented, confirming the effectiveness of the choice of organizational and pedagogical conditions that ensure the development of mathematics teacher’s methodological mobility in in-service training process.
professional mobility, methodological mobility, additional professional education programs, advanced training of mathematics teachers . in-service mathematics teachers training
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