Professional training of future physical education teachers in higher education institutions of Ukraine

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Professional training of future physical education teachers in higher education institutions of Ukraine

Introduction

In the implementation of the educational process of pedagogical technologies promotes professional and methodological training, fills it with new content, forms, methods and techniques of teaching, creating new teaching aids.

Thus, among the main tasks facing the system of higher pedagogical education, an important place is occupied by the training of a broadbased specialist, strengthening basic education and bringing the educational process closer to research and practical professional activities.

This training should provide an optimal combination of theoretical knowledge and creative abilities of future teachers, which would allow them after graduation to independently increase the level of their education and training.

Problems of optimizing the activities of higher education institutions have been widely covered in the scientific literature.

M. Yevtukh, I. Zyazyun, O. Leontiev, V. Pekhota, S. Sysoeva, L. Khoruzha and others in their scientific activity turn to the substantiation of ways to improve the educational process in higher education, the introduction of innovative pedagogical technologies in its content.

The problem of professional training of future teachers of physical culture is constantly in the field of view of special research institutions, research teams and individual researchers.

Problems of professional training of physical education teachers in higher education were developed by M. Vilensky, M. Vorobyov, Y. Dragnev, L. Matveev, O. Kotova, N. Stepapchenko, O. Tymoshenko, O. Shabalina, B. Shiyan and others.

The main focus of the researchers is on the professional training of future specialists in physical education in the process of training and education.

Modern scientists claim: future teachers still within the walls of higher education should form their professional skills and carry out work on self-improvement.

The current stage of professional training of physical education teachers is characterized by educational innovations aimed at preserving the achievements of the past and, at the same time, modernizing the education system in accordance with the requirements of the time, the latest achievements of science, culture and social practice..

Presenting main material

In the modern conditions of Ukrainian society, the problem of modernization of higher education is actualized, the main purpose of which is not only to train highly qualified specialists for various fields (targets of traditional pedagogy), but also to form a young generation capable of active life in new social economic and socio cultural conditions.

One of the main directions to achieve the result of education is seen in the construction of the educational process, the components of which would be able to help young people successfully integrate into modern society.

Despite the crisis of the social situation, there are more and more tendencies in education, which allow us to assert the existence of the transition of this system to a qualitatively new state. That is the purpose of education is of this day in full development as a person and the highest values of society, the development of talents and mental and physical abilities, high moral upbringings qualities, capable of a deliberate choice [4.13].

These trends are affirmed in the National Program «Education» (Ukraine of the XXI century), the National Doctrine of Education Development in Ukraine, are developed and specified in the current legislation in the field of education. The provisions contained in it actualize the issues of preparing students for future professional activities in close connection with their personal development, education of certain qualities.

In the training of teachers should take into account the fact that the circumstances in which he will work, tend to constant complication, the acquisition of new characteristics. The effectiveness of reforming the education and training of future teachers largely depends on how high school can break free from old ideas and turn to the future. One of the mistakes in this regard is that this process is not focused on taking into account the individual characteristics of the student; it is believed that professional activity has no real connection with the individual nature of man.

We believe that «specialist» is characterized by the following indicators: knowledge of pedagogical theory of pedagogical skills, knowledge of psychology, technology of teaching and education, mastery of methods, forms and means of teaching and education, the ability to rationally organize cognitive activity of students in [6,7].

Vocational education is a process and result of «mastering a certain level of knowledge, skills and abilities, norms and values of a particular profession with the simultaneous formation of a general culture of personality» [3, p.10].

R. Gurevich addresses the problem of professional training of future specialists, who considers the content of professional education as a system of knowledge, skills, traits of creative activity, worldview and behavioral qualities of the individual, which «are due to society's requirements for workers of appropriate qualifications and profile» [1, p.6].

The ability to think theoretically presupposes that the future teacher has analytical, prognostic, projective, and also reflective skills.

Analytical skills are needed to extract knowledge from practice. These generalizing skills include a number of partial ones, namely:

- aware of each part in connection with the whole and in interaction with the leading aspects;

- find in the theory of teaching and education ideas, conclusions;

- correctly diagnose a pedagogical phenomenon;

- find the main pedagogical task and ways of its optimal solution.

Project skills include:

- selection of activities adequate to the task;

- selection of content, forms, methods and means of the pedagogical process in their optimal combination;

- planning a system of techniques to stimulate the activity of students and deter negative manifestations in their behavior;

- planning the development of the educational environment and relations with parents and the public.

Mobilization skills include:

- attracting students' attention and developing their stable interests in learning and other activities;

- stimulating the activation of knowledge and life experience of students in order to form in them an active, independent and creative attitude to the phenomena of the surrounding reality;

- creating special situations for the manifestation of moral acts; moderate use of incentive methods.

The mine information group includes:

- skills and abilities to work with printed sources;

- ability to clearly and understandably teach the material, taking into account the specifics of the subject, the level of preparedness of students;

Orientation in menie - is the ability to shape the moral values of the students, to instil in them a strong interest in learning activities aimed at developing socially relevant personality traits.

Perceptual change:

- establish the individual identity of the person;

- find in the actions of other people signs that distinguish it from others and oneself;

- correctly determine a person's attitude to social values;

- skills of pedagogical communication [9, p.43-45].

L. Karpova substantiates the approach according to which the structural components of professional competence are three areas: motivational, subject-practical (operational-technological) and selfregulation. The development of the motivational sphere (motives, guidelines, orientations, orientation) ensures the formation of general cultural competence of eachers, which includes knowledge of Ukrainian culture and world culture, knowledge of foreign languages and computers, developed language and behavior, ability to live in society and establish contacts with people; personal- motivational competence - the formation of value orientations of the teacher, guidance on the personality of the student, the humanistic orientation of the activity; social competence related to the ability to take responsibility for their actions and the actions of students, to participate in joint decision-making with colleagues, students and their parents, to resolve conflicts nonviolently on the basis of relevant norms and rules, to live in harmony with people of other cultures, languages and religions, showing tolerance, etc. [5].

Thus, the problem of training future teachers, determining the basic skills necessary for the effective implementation of professional and pedagogical activities, has received a wide range of coverage in the scientific literature. Despite the different approaches to interpreting the essence of these skills, their content, the authors [1,2,3,5,13, 16], who turn to the study of these issues, are unanimous that their formation is a necessary condition for the implementation of tasks, which today face the higher pedagogical school in terms of reforming the national education system and proper preparation of students for professional activity.

Physical education is a process of solving certain educational and upbringing tasks, which has all the features of the pedagogical process. The peculiarity is that physical education provides «the systematic formation of motor skills and is aimed at the development of physical qualities of man, the totality of which largely determines his physical training» [10, p.20]. In the process of physical education a wide range of physical culture and sports knowledge of sociological, hygienic, medical-biological and methodological content is obtained, the tasks of intellectual, ethical, aesthetic and other types of education are solved; self-esteem increases, worldview, ideological conviction is formed [12, p.21].

The purpose of physical education today is the formation of the young generation of the foundations of physical and spiritual culture of the individual, increasing health resources as a system of values that are actively and urgently implemented in a healthy lifestyle [8, p.3].

L. Sushchenko to the tasks of physical education includes: ensuring the rational formation of an individual fund of motor skills, strengthening, maintaining and restoring human health, the formation of its motivational attitudes to physical and spiritual selfimprovement; formation of a conscious need to master the values of health, physical culture and sports; providing physical improvement as a condition for achieving a high level of professionalism in significant activities [14, p.87].

Physical education is considered as an educational process aimed at the formation of the individual's physical fitness, skills and abilities, interests, beliefs, positive personality, the transfer of knowledge. That is, physical education means «the process of active action not only on the physical abilities of man, but, above all, on his feelings and consciousness, psyche and intellect, which provides the formation of stable socio-psychological manifestations: positive motivation, values, interests and needs. sphere of physical activity and healthy lifestyle» [12, p.23].

Based on the research, B. Shiyan identifies the basic principles on which the training of future physical education specialists should be based. These include: the principle of consciousness and activity, the principle of accessibility and individualization, the principle of convergence from the individual to the general, the subject-subject approach, cooperation, the principle of pouring learning. «Ignorance of these principles, - says the researcher, - or ignoring the teacher complicates the process of physical education, complicates the path from the goal, the tasks to achieve the desired result, can harm the development and health of children» [16, p.21-23. In the manual «Methods of physical education of schoolchildren». B. Shiyan analyzes the state and prospects of implementation of these principles in the educational process of higher education as the leading factors in determining the essence of future teacher training for professional and pedagogical activities, presents the author's concept of such training.

M. Danylko addresses the study of similar problems. To combine theoretical knowledge with the practice of professional activity of a physical education teacher, he proposes to adhere to the following conditions:

- social (social orientation of the teacher, a clear awareness of their functions in relation to the physical education of students);

- moral and psychological (formation of the need to learn something new, development of creative initiative, a reasonable combination of demands and encouragement);

- scientific-theoretical (combination of theoretical ideas with specific recommendations of teachers-practitioners);

- scientific-methodical (providing materials of instructive- methodical nature);

- legal (compliance with the provisions of regulations governing the activities of educational institutions and their employees) [2].

A model of professional training of future specialists in physical education and sports has been developed, which includes three main components: cognitive, functional and activity (L. Sushchenko's concept) [14].

Among the types of professional knowledge that a future specialist should master, the researcher includes philosophical, methodological, theoretical, technological, and valeological.

The second component of the model are the types of professional functions to be performed by the future specialist in physical education.

The third component of the proposed model - types of professional activities: diagnostic, rehabilitation, reproductive, sports, educational, preventive, organizational.

In addition, the knowledge and skills in the field of physical culture, the researcher includes: knowledge of the basics of physical culture, knowledge of tools and methods, knowledge of social functions of physical culture, mastery of exercise techniques, knowledge of loads and their variation in exercise, the ability to understand and to control the load in physical training, knowledge of coordination of breathing with the movements of physical training, the ability to plan and build physical education, the ability to conduct sports competitions, knowledge of the means and methods of physical education [15, p.13-14] .

Today, higher physical education includes three levels.

The first level involves providing students with a fundamental, general scientific education of the classical type. Here they are acquainted with all the main areas of knowledge about man, involvement in research and practical activities. Upon completion of training at this level, the student may receive a diploma of incomplete higher physical education or continue training at the next level. teacher physical education pedagogical

At the second level of higher physical education, the emphasis is on in-depth general education, fundamental and professionally oriented knowledge and skills needed to solve typical professional problems.

The third level of higher physical education provides for the distribution of students (optional) by qualification: «Master of Physical Education». Master's degree training should prepare students for scientific and teaching activities in higher physical education institutions. After passing the exams and defending the master's thesis, they are awarded the qualification «Master of Physical Culture».

Peculiarities of the implementation of the multi-level system of professional training of future specialists in physical education in Ukraine contribute to they training in the following areas: physical education teacher, specialist in physical culture and health work.

Conclusion

From the above we can conclude that the problem of training future specialists in physical culture is seen as a complex, integrative activity that closely combines theoretical and practical aspects. This is a holistic system of formation of general pedagogical and social knowledge, skills and abilities, based on psychological and pedagogical patterns of formation of functional systems of human activity , the result of which is appropriate behavior aimed at meeting the needs of teaching.

References

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Аннотация

Профессиональная подготовка будущих учителей физической культуры в высших учебных заведениях Украины

При внедрении в образовательный процесс педагогических технологий повышается эффективность профессионально-методической подготовки, наполняется новым содержанием, формами, методами и приемами преподавания, создаются новые учебно-методические пособия. Таким образом, среди основных задач, стоящих перед системой высшего педагогического образования, важное место занимает подготовка специалиста широкого профиля, укрепление базового образования и приближение образовательного процесса к научно-исследовательской и практической профессиональной деятельности. Такое обучение должно обеспечить оптимальное сочетание теоретических знаний и творческих способностей будущих учителей, что позволило бы им после окончания учебы самостоятельно повышать уровень своего образования и профессиональной подготовки.

Проблемы оптимизации деятельности высших учебных заведений широко освещены в научной литературе. М. Евтух, И. Зязюн, О. Леонтьев, В. Пехота, С. Сысоева, Л. Хоружая и другие в своей научной деятельности обращаются к обоснованию путей совершенствования образовательного процесса в высших учебных заведениях, внедрению инновационных технологий. педагогические технологии по своему содержанию.

Проблема профессиональной подготовки будущих учителей физической культуры постоянно находится в поле зрения специальных научно-исследовательских учреждений, научных коллективов и отдельных исследователей. Проблемы профессиональной подготовки учителей физической культуры в высших учебных заведениях разрабатывались М. Виленским, М. Воробьевым, Ю. Драгневым, Л. Матвеевым, О. Котовой, Н. Степанченко, О. Тимошенко, О. Шабалиной, Б. Шияном и другими. Основное внимание исследователей сосредоточено на профессиональной подготовке будущих специалистов по физическому воспитанию в процессе обучения и воспитания. Современные ученые утверждают: будущие педагоги еще в стенах высшего учебного заведения должны формировать свои профессиональные навыки и проводить работу по самосовершенствованию; Современный этап профессиональной подготовки учителей физической культуры характеризуется образовательными инновациями, направленными на сохранение достижений прошлого и, в то же время, модернизацию образования система разработана в соответствии с требованиями времени, новейшими достижениями науки, культуры и социальной практики..

Способность мыслить теоретически предполагает, что будущий учитель обладает аналитическими, прогностическими, проективными, а также рефлексивными навыками.

Аналитические навыки необходимы для извлечения знаний из практики. Эти обобщающие навыки включают в себя ряд частичных, а именно:

- осознавать каждую часть в связи с целым и во взаимодействии с ведущими аспектами;

- находить в теории обучения и воспитания идеи, выводы;

- правильно диагностировать педагогическое явление;

- находить основную педагогическую задачу и пути ее оптимального решения.

Проектные навыки включают:

- подбор мероприятий, адекватных поставленной задаче;

- подбор содержания, форм, методов и средств педагогического процесса в их оптимальном сочетании;

- планирование системы приемов для стимулирования активности учащихся и сдерживания негативных проявлений в их поведении;

- планирование развития образовательной среды и отношений с родителями и общественностью.

Навыки мобилизации включают в себя:

- привлечение внимания учащихся и развитие их устойчивых интересов к учебе и другим видам деятельности;

- стимулирующий активизацию знаний и жизненного опыта учащихся с целью формирования у них активного, самостоятельного и творческого отношения к явлениям окружающей действительности;

- создание особых ситуаций для проявления нравственных поступков; умеренное использование методов стимулирования.

В информационную группу mine входят:

- навыки и умеючи работать с печатными источниками;

- умение четко и доходчиво преподавать материал с учетом специфики предмета, уровня подготовленности учащихся;

Ориентация в обучении - это способность формировать нравственные ценности учащихся, прививать им сильный интерес к учебной деятельности, направленной на развитие социально значимых черт личности.

Изменение восприятия:

- установление индивидуальной идентичности человека;

- находить в действиях других людей признаки, отличающие его от других и самого себя;

- правильно определять отношение человека к социальным ценностям;

- навыки педагогического общения [9, с.43-45].Вывод. Проблема подготовки будущих специалистов по физической культуре рассматривается как сложная, интегративная деятельность, тесно сочетающая теоретические и практические аспекты. Это целостная система формирования общепедагогических и социальных знаний, навыков и умений, основанная на психолого-педагогических закономерностях формирования функциональных систем жизнедеятельности человека, результатом которой является соответствующее поведение, направленное на удовлетворение потребностей обучения.Размещено на Allbest.ru