IMPLEMENTING TECHNOLOGY ON PEDAGOGICAL STIMULATION OF SELF ESTEEM AT FUTURE MATHEMATICS TEACHERS DURING THE STUDY

Introduction. Self-esteem plays an important role in developing teacher selfawareness. Self-esteem and personal reflection are the key characteristics of teacher professionalism. The issue on pedagogical stimulation of students during their study becomes very essential because strong self-esteem is a fundament for the successful adaptation of young teacher and his constant selfimprovement. Despite the achievements in the theory of education and pedagogical practice, the researchers have not paid much attention to the issue of developing the technology on pedagogical stimulation of self-esteem at future Mathematics teachers during their study. Purpose. The aim of the research is to study the procedure of technology on pedagogical stimulation of self-esteem at future Mathematics teachers during their study. Results. Technology on pedagogical stimulation of self-esteem at future Mathematics students determines several structural components such as concept, content, process, reflection. The research examines the phases of pedagogical stimulation of self-esteem at future Mathematics teachers as following goal oriented, executive, and reflective. Every step involves the variety of approaches and teaching methods for implementing the theory on pedagogical stimulation of self-esteem at future teachers. Originality. For the first time, the research represents the technology on pedagogical stimulation of self-esteem at future Mathematics teachers as a unity of conceptual, informatory, procedural and reflective components. The procedural component of the theory includes goal oriented, executive, and reflective phases. Conclusion. In order to develop strong self-esteem at students during their study, it is important to implement the technology on pedagogical stimulation of self-esteem at future Mathematics teachers into study process in all higher educational establishments. The technology on pedagogical stimulation of self-esteem at future Mathematics teachers consists of four main components such as conceptual, contextual, procedural and reflective components. The procedural component of the theory includes goal oriented, executive, and reflective phases. The goal-oriented phase deals with developing the positive attitude towards educational process at the students, deepening the interest to the issue on self-esteem, highlighting the specific goal during the fulfillment of the task. This goaloriented phase is also closely connected with the conceptual component of given technology. The executive phase studies the acquisition of special knowledge, skills for self-esteem, development of future professional's personal characteristics. The executive phase correlates with informatory and procedural components of the technology. The development of self-esteem at students in this phase can be implemented with the help of the certain activities: explaining assessment of learning and its criteria, involvement in individual and group assessment of knowledge, arguments for self-assessment, teamwork, group discussions after completed task, searching for the solutions on professional situations. The reflective phase of technology estimates practical implementation of knowledge, self-analysis, self-control, self-assessment. This phase represents the reflective component of the technology.