Qualification requirements for professional training of future physical education teachers in higher education institutions

Kotova Olena Volodymyrivna

Candidate of Pedagogical Sciences, Associate Professor

Associate Professor of Theory and Methods of Physical Education and Sports

Protsenko Andriy Anatoliyovych

candidate of pedagogical sciences

Senior Lecturer of the Department of Theory and Methods of Physical Education and Sports Disciplines

Kyrienko Oleksandr Gennadyevych

Assistant of the Department of Theory and Methods of Physical Education and Sports Disciplines

Bohdan Khmelnytsky Melitopol State Pedagogical University

освіта (Проблеми підготовки фахівців)

Qualification requirements for professional training of future physical education teachers in higher education institutions

The analysis of scientific and pedagogical literature showed that the content of training future physical education teachers is determined primarily by the objective requirements of society to the teacher, which at the present stage of its development (transition at the state level to personality-oriented paradigm of education) are as follows:

‒ have a value attitude to the child, culture, creativity;

‒ to show a humane pedagogical position;

‒ take care of the ecology of childhood, maintaining the physical and mental health of children;

‒ be able to create and constantly enrich the cultural information and subject-developing educational environment;

‒ be able to work with the content of education, giving it a personal and semantic orientation;

‒ have a variety of technologies, including innovative, be able to give them a personal and developmental focus;

‒ take care of the development and maintenance of the individuality of each child [1-11].

The teaching profession is both transformative and managerial. And in order to manage the process of personal development you need to be competent. The concept of professional competence of the teacher expresses the unity of his theoretical and practical readiness in the holistic structure of the individual and characterizes his professionalism [5, p.121]. The content of the professional competence of a physical education teacher is determined by the qualification characteristic, which is a normative model of the teacher's competence, reflecting the scientifically substantiated composition of professional knowledge, skills and abilities. Qualification characteristic is, in fact, a set of generalized requirements to the teacher at the level of his theoretical and practical experience.

It becomes obvious that the socially expected and important qualities of the graduate of the specialty 014.11 Secondary education (Physical culture) are:

‒ readiness to carry out training and education of students taking into account the specifics of the subject;

‒ willingness to use a variety of techniques, methods and teaching aids;

‒ readiness to promote socialization, the formation of general and physical culture of the individual, the conscious choice of profession and educational programs;

‒ readiness to provide a level of training for students that meets the requirements of the state program of physical culture;

‒ awareness of the need to respect the rights and freedoms of students under various national and international laws and agreements;

‒ readiness to systematically improve their professional skills, to participate in methodical work;

‒ willingness to communicate with parents;

‒ readiness to comply with the requirements of labour protection, safety;

‒ readiness to ensure the protection of life and health of students in the educational process [1,3,5,7,9].

One of the main qualification requirements for the training of specialists in physical culture are also the requirements of knowledge and skills of the basics of information technology support of education, science and technology; didactic laws in physical education and sports; methods of organizing and conducting research work; possession of technology for training different categories of people in motor actions and the development of physical qualities in the process of physical culture and sports.

Since the purpose of physical education, and, consequently, the activities of a physical education teacher, is to optimize physical development, comprehensive improvement of inherent physical qualities and related abilities in unity with the education of spiritual and moral qualities that characterize a socially active personality and ensuring on this basis the preparedness of each member of society for productive work and other activities, then, accordingly, the solution of educational, health and educational tasks and determines the main functions of the teacher of this profile. Compared to teachers of other specialties, a physical education teacher works in specific conditions ‒ conditions of psychological stress, conditions of physical activity and conditions related to environmental factors. Physical education teacher, in a way, «action teacher». The professional uniqueness of the work of a physical education teacher is that in the process of his educational and pedagogical activities, along with general pedagogical abilities, motor abilities are developed and improved, which turn into «actions-skills» and «actions-skills». Due to this, pedagogical interaction in the motor embodiment is the main educational tool of the psychological and pedagogical structure of the physical education teacher, the components of which must be considered in dynamics as motor-constructive, motor-organizational, motor-communicative, motor-gnostic [2, 4,6,8,10].

References:

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