STAGES OF TRAINING FUTURE MATHEMATICS TEACHERS IN THE FIELD OF PEDAGOGICAL IMPROVISATION

Pedagogical improvisation helps a teacher to respond to new unexpected situations in a quick, flexible and ade-quate way. The aim of the research is to test the effectiveness of theoretically developed stages of training future mathematics teachers in the field of pedagogical improvisation (motivational-target, content-procedural, evaluative-reflexive). The following criteria for future Mathematics teachers' pedagogical interaction skills were distinguished: motivational, substantive, procedural-behavioral, reflexive, on the basis of which the examination of the investigated phenomenon was carried out. At the initial stage of the pedagogical experiment, the students were interviewed, and the results showed a low level of their pedagogical improvisation skills according to all indicators. Subsequently, each group was subdivided into experimental and control subgroups. In the experimental subgroup, the suggested stages were implemented, while in the control group lessons were conducted in a traditional way. The results of the pedagogical experiment confirmed the effectiveness of the suggested stages in the work on the formation of Mathe-matics students' improvisation skills.