FORMATION OF ACMEOLOGICAL COMPETENCE IN FUTURE MATHEMATICS TEACHERS DURING PEDAGOGICAL PRACTICE

The article discusses that the process of forming the acmeological competence of future mathematics teachers should be based on interrelated principles during pedagogical practice. These principles include the following: the value principle, which involves the value orientations of the future mathematics teacher during pedagogical practice; the principle of the subject of activity, which aims to identify the personal characteristics of the future mathematics teacher and define the criteria and principles for their development; the creative principle, which aims to maximize the development of creative initiative in the pedagogical process, focusing on not only the acquisition of knowledge but also the experience of creative activity; the feedback principle and the principle of activity, which aims for the student to acquire knowledge through independent learning rather than receiving it in a ready-made form; the principle of humanism, which focuses on supporting the student – the future mathematics teacher – during pedagogical practice. We have developed a model describing the process of forming graduates' acmeological competence during pedagogical practice. The model consists of several blocks: goal-setting, methodological, activity-based, and evaluation-result blocks. The purpose of the research is to form the acmeological competence of graduates during pedagogical practice. The result of implementing this block is the increase in the level of graduates' acmeological competence during pedagogical practice.