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Non-Formal Education Possibilities in Supplying Mathematics Teachers’ Skills Gaps

Student: Trushova Inna

Supervisor: Oleg Prikot

Faculty: Saint-Petersburg School of Social Sciences

Educational Programme: Education Administration (Master)

Final Grade: 9

Year of Graduation: 2019

Non-formal education has a special role in the Lifelong Adult Education Development Concept. This study emphasizes the motivational nature of non-formal education. The object of this study is the role of non-formal education in the teacher’s continuous professional development. In this study theoretical analysis of scientific literature, reflecting a view of the teacher’s qualifications requirements, and comparative analysis of regulatory attestation documents were carried out. During testing it was found that the assessment of students’ works made by mathematics teachers does not always correspond with their qualification category. The results of questionnaire survey of mathematics teachers showed that teachers assign a significant role to the study of colleagues’ work experience, seminars, festivals and other forms of non-formal education. In this research such methods as content analysis, testing, questioning, quantitative data analysis were used. Interpretation and analysis of the research findings confirmed the hypothesis that mathematics teachers’ skill gap overcoming based on non-formal education procedures improves students’ mathematics learning outcomes. In this study it has been suggested that greater school administration’s attention to non-formal education will help each teacher to form a flexible educational path, which, in turn, will accelerate the improvement of school mathematical education. As a result, it has been identified that non-formal education plays a significant role in overcoming mathematics teachers’ skill gaps, which was the purpose of the study. The results of this research can be used by methodologists, teacher training specialists and school administrators.

Full text (added December 3, 2018)

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