The essence of professional training of future teachers of physical culture in higher education institutions

Размещено на http://www.allbest.ru/

The essence of professional training of future teachers of physical culture in higher education institutions

Introduction

The educational process in higher education brings to the fore the task of training highly qualified specialists who have deep knowledge, professional skills and abilities and are able to apply them in practice. But even more important in our time should be the ability to use the experience gained by society, the ability to creatively, non-standard to solve problems. Future specialists in physical culture and sports should be not indifferent to the problems of our society, they must have high professional and moral qualities. Moreover, it should be emphasized that it is the professional and creative development of the future specialist's personality that becomes the main goal of higher education. All this fully applies to the training of specialists in physical culture and sports. Today there is an acute public demand not only for general intellectual and professional creative activity of the individual, but also for new, non-standard thinking. Therefore, the main direction in education should be personal development.

Training of professionals in the field of physical culture and sports attracts the attention of scientists. Of fundamental importance are the works in which the issues of professional training of future teachers of physical culture in Ukraine (O.A. Arkhipov, L.V. Bezkorovaina, V.G. Besputchyk, N.G. Byshivets, E.S. Vilchkovsky, S.S. Ermakov, V.O. Kuksa, M.O. Nosko, V.M. Platonov, A.M. Solonenko, N.I. Stepanchenko, L.P. Sushchenko, B.M. Shiyan and others) ; industrial (pedagogical) practice (G.V. Bezvekhnya, A.A. Protsenko); development of pedagogical skills (T.F. Matviychuk, O.V. Kotova, O.O. Svyridenko, T.T. Rothers) and professional competence (V. Azarov, G.S. Bogdanova).

Presenting main material

At the present stage of development of the higher education system, the interest in studying the place and role of physical culture and sports in the formation of the personality of future specialists has significantly increased, approaches in solving this aspect are changing. Issues of realizing the educational potential of physical culture and sports are becoming more relevant. Therefore, researchers [1,2,4,8,13] are looking for new approaches to quality training for physical culture and sports. The system of physical education and pedagogical education is aimed at fulfilling a certain social order, which requires a rethinking of its content and goals. knowledge professional skill creative

The «New concept of physical culture and sports» is implemented, at this stage, taking into account the need to change the training of specialists in this area of higher education. As a result, the content of the educational standard, new programs and curricula is being improved, and new ways to improve professional training are being developed.

It should be noted that the implementation of these aspirations will be more successful if we pay serious attention to the selection of students who have a pedagogical orientation of the individual and are motivated to be active in the field of physical culture and sports. This is especially true due to the declining prestige of teaching. The offered methods of professional selection allow to see real, potential professional orientation of entrants, factors of a choice of a profession, etc. through questionnaires, interviews, works on pedagogical topics, solving pedagogical problems, etc.

Modernization of the education system has set higher education institutions (HEIs) the task of improving the training of future professionals in the field of physical culture on the basis of innovative technologies. In the framework of the formation of a new paradigm of higher professional education, the issues of ensuring the social adaptation of the student to the constantly changing living conditions, the formation of a spiritually and physically healthy specialist become essential.

Professional training of future teachers of physical culture in the pedagogical space of humanitarian free education on the basis of mobile learning will solve one of the problems facing the school, namely the formation of physical culture of the student's personality, able to fully and comprehensively carry out future professional activities [12, p.86- 90].

Modernization of physical education activities of future teachers in the free economic education, based on the formation of physical culture of the individual, helps to improve the quality of professional training in the humanitarian free economic education. In turn, the development of the content of physical culture activities in free economic education on the basis of non-traditional and innovative approaches, such as mobile learning, physical culture and health systems of physical exercises taking into account the development of professionally important qualities, students of different pedagogical specialties and introduction of national- regional component needs of young people. In this aspect, the creation of the concept and implementation of the method of forming the physical culture of the student's personality, will ensure the effectiveness of the pedagogical process [3, p.33-38].

Modernization of professional training of physical education teachers at the present stage fits into the general strategy of educational policy of Ukraine, the most important task of which is to achieve high quality education, its compliance with the needs of the individual, society and state.

We adhere to the interpretation of the concept of «professional training» as a comprehensive, purposeful organization of the student's life during all years of study, software ensures his readiness for professional activity.

The analysis of the problem allowed to identify the components of the process of professional training of future teachers of physical education in the Free Economic Zone:

target component (goals and objectives of the training process (target component);

content component (content of education to be mastered by students) (content component);

technological component (activities of students and teachers, including reflective);

the effective component of the personality of the student, graduate of the university (expected result).

Solving the problem of professional training of the future teacher of physical culture, we proceed from the fact that the student shows his activity in the process of interaction with the outside world, in activities. In order for a future physical education teacher to be able to engage in a certain activity, he must be prepared for it. Readiness for activity is considered as a necessary condition for successful work.

Since we consider the process of professional training of future physical education teachers, the content of readiness as a result of this process must have a specific characteristic. Based on this, consider the effective aspect of the process of professional training of future teachers of physical culture - the formation of professional readiness.

Professional readiness of the future teacher of physical culture is an integrative personal education, which is manifested at the subjective level as a complex system that integrates motivational, cognitive and activity components [2, p.19; 6, p.74].

The motivational component is the basis for the formation of all other components of readiness, because the success of the activity is primarily due to the appropriate focus of the individual on it, ie the presence of appropriate motives, needs, interests, values and attitudes. Thus, the basis of professional readiness of students, which is directly expressed in the professional and pedagogical orientation, is a specific system of motives.

The specificity of the professional readiness of a teacher of physical culture lies in the level of the formed pedagogical orientation. The immediate components of the latter are the needs and interests of the individual, which in the course of understanding the goals of activities and their significance for society and selfrealization of the individual acquire a certain value for him.

The cognitive component allows to develop the needs, motives, interests, value orientations of the future teacher in the process of professional training [5, p.164]. In developing this component, we proceeded from the fact that any modern teacher can not successfully solve the tasks set before him in professional activities, without having the necessary knowledge. Professional knowledge of the future teacher can be represented in a certain hierarchy: theoretical, methodical, applied. The list of professional knowledge that a physical education teacher must possess, which constitute the essence of the profession, is determined by the state educational standard. Among the features of professional and pedagogical knowledge we note the complexity, the ability to synthesize the studied sciences and personal color.

In pedagogy, the need to highlight the structure of the content of training has been proven. Theoretical training of students provides mastery of theoretical knowledge of the pedagogical profession - the basics of science used in this profession; concepts and categories of professional orientation [5, p.164; 11, p.121].

Methodical training is the study by students of methods, techniques and technologies for mastering the chosen profession, professional and pedagogical skills and abilities necessary for future teachers to organize and conduct a variety of work on physical culture.

Practical training, in our opinion, is the university stage of mastering the profession of physical education teacher, as in this period there is an initial (trial) use of acquired professional and pedagogical knowledge, skills, abilities in various types of pedagogical practice [9].

Reflective training provides the formation of future teachers of physical education a holistic view of the correctness of the chosen teaching profession, the compliance of their own personal qualities necessary for professional qualities, awareness of the difficulties that may be encountered in preparing for professional activities.

The specificity of the work of a physical education teacher is determined by its functions. The main functions are distinguished - educational, educational, managerial-organizational, design, administrative-economic [10, p.19].

The activity of a physical education teacher takes place in conditions of mental and physical tension, under the influence of environmental factors. All this requires a teacher of physical culture to have both general pedagogical and specific skills. There are the following skills of a teacher of physical culture: constructive, organizational, communicative, gnostic and motor [10, p.20].

Constructive skills are related to the selection of educational material, planning, the need to buy and repair sports equipment and inventory in a timely manner. Organizational skills are related to the implementation of planned plans. Communication skills help the teacher to communicate with students, colleagues, parents, people around him. Gnostic skills are associated with the study of both the individual student and the class, with the analysis of the pedagogical situation. Motor reflect the teacher's ability to perform physical exercises [7, p. 31].

In our study, we highlight the following groups of pedagogical skills of the future teacher of physical culture:

organizational - the ability to organize different types of physical culture and sports activities;

design - the ability to plan and conduct various types of physical culture and sports educational activities;

prognostic - the ability to predict the results of sports work;

constructive - the ability to select, analyze, synthesize material in the specialty;

communicative - the ability to establish pedagogically appropriate relationships, find contact, common language and the right tone of communication with different people;

reflexive - the ability to reflexive analysis of their professional activities.

The degree is formed in the professional direction and pedagogical skills and determines the pedagogical qualities of the future teacher of physical culture [1,8,13]. In our work we distinguish such qualities as sociability, high level of intelligence, emotional stability, restraint, high normative behavior, courage, sensitivity, developed imagination, self-confidence, high selfcontrol, adequacy of self-esteem and others.

A serious problem is the lack of in-depth scientific training. This leads to the fact that a significant part of graduates who do not know how to master modern pedagogical and information technologies, to implement scientific achievements in their work, to use the experience of teachers-innovators. The development of professionalism in specialists in physical culture and sports is constrained by certain problems: lack of modern technical means of teaching and methodological developments, computer technology, underestimation of creative and research tasks, inefficient use of pedagogical experience in physical culture and sports [6,8].

In addition to the negative, researchers [1,3,8,13] point to the positive experience of improving higher physical education. It should be emphasized the need to take into account the personal characteristics of students who influence the formation of the teacher, the ability to form in future professionals an individual pedagogical position and an active attitude to the development of physical education. Modern higher education is moving to a personality-oriented paradigm in which the absolute value is a person, not just knowledge and skills. Previously, the education system had a number of shortcomings: the predominance of academicism and ideological basis, the focus on the work of the average student, and others. Now it is trying to get rid of these shortcomings, to ensure freedom of choice of educational content, to more fully satisfy the spiritual, educational and others. needs of the individual, to create opportunities for self-realization in the educational space.

Conclusion

The analysis of scientific and pedagogical literature on the training of specialists in physical culture and sports in modern socio-economic conditions allowed us to conclude that universities do not diagnose the abilities of entrants to pedagogical activities, teachers rarely use interactive forms and methods of teaching, information and communication technologies, insufficiently developed in the process of learning the creative abilities of students. At the same time, strengthening the humanistic orientation of education inevitably leads to increasing the importance of psychological and pedagogical training of future specialists in physical culture and sports in higher education, as only in this case provides a real reform of physical education, its transition to a new, personality-oriented paradigms. The search for new ways to organize the training of physical education teachers, based on modern approaches, requires changes in the system of physical education not only in purpose and content, but also in the forms, methods and means of training. Strengthening the role and importance of psychological and pedagogical training is definitely necessary for the formation of a competent specialist in physical culture and sports. It is necessary to pay special attention to the development of qualitatively new target settings in the training of future specialists in physical culture and sports, new principles of selection and systematization of the content and modernization of methods and technologies of their training.

References

1. Абдураман А.Ш., Купрєєнко М.В., Непша О.В. Сутність професійної підготовки майбутніх вчителів фізичної культури. Актуальные научные исследования в современном мире. Переяслав-Хмельницкий, 2019. Вып. 1 (45). Ч. 4. С. 39-43.

2. Іваненко В., Купрєєнко М., Непша О. Педагогічні умови формування професійної спрямованості майбутніх фахівців з фізичної культури. Сучасні тенденції розвитку освіти і науки в інтердисциплінарному контексті: Матеріали ІІІ-ї Міжнародної науково-практичної конференції, 29-30 березня 2018 року. Ченстохова-Ужгород-Дрогобич: Посвіт, 2018. С. 19-21.

3. Иваненко В.В., Суханова А.П., Проценко А.А. Профессиональная подготовка студентов специальности физическое воспитание в высших учебных заведениях. Вісник Запорізького національного університету. Фізичне виховання та спорт: зб. наук. пр. 2012. № 1 (7). С. 33-38.

4. Котова Е.В. К вопросу о современном состоянии профессиональной подготовки учителя физической культуры. Педагогіка, психологія та медико-біологічні проблеми фізичного виховання і спорту. Харків: ХДАДМ (ХХПІ). 2007. № 6. С. 160-164.

5. Котова О.В., Непша О.В. Структурні компоненти підготовки майбутніх вчителів фізичної культури у вищих навчальних закладах. Збірник наукових праць. Педагогічні науки. Херсон: ХДУ. 2014. Вип. 81. С. Т. 1. 164-168.

6. Котова О.В., Проценко А.А. Прогностична модель професійної підготовки майбутнього вчителя фізичної культури. Соціальні та екологічні технології: актуальні проблеми теорії і практики: матеріали ХІІ Міжнар. наук. Інтернетконф. Мелітополь: ТОВ «Колор Принт», 2020. С. 74-76.

7. Котова О.В., Суханова Г.П. Теоретико-практична підготовка майбутніх учителів фізичної культури у закладах освіти з урахуванням умов сучасної школи. Педагогіка формування творчої особистості у вищій і загальноосвітній школах. 2019. Вип. 66. Т. 2. С. 30-33.

8. Степанченко Н. І. Система професійної підготовки майбутніх учителів фізичного виховання у вищих навчальних закладах: автореф. дис. д. пед. наук: спец.: 13.00.04. Вінниця, 2017. 42 с.

9. Проценко А.А. Формування професійної компетентності майбутніх учителів фізичної культури у процесі педагогічної практики: автореф. дис... канд.. пед.. наук: спец. 13.00.04. Кропивницький, 2018. 20 с.

10. Проценко А.А. Функциональное содержание профессиональной деятельности учителя физической культуры.

11. Веснік адукацьі (Вестник образования). № 10 (октябрь). Минск, 2017. С.18-25.

12. Проценко A.A. Структура підготовки майбутніх учителів фізичної культури до формування професійних компетентностей. Збірник наукових праць: Педагогічні науки. № 76, т. 2. Херсон, 2017. С.121-125.

13. Проценко А.А. Система професійної підготовки сучасного вчителя фізичної культури. Вісник Чернігівського національного педагогічного університету. Серія: Педагогічні науки. №143. 2017. С.86-90.

14. Kotova O.V., Protsenko A.A., Sukhanova H.P., Kupreenko M.V., Nepsha O.V. Professional training of future physical education teachers in higher education institutions Ukraine. Modern! aspekty vedy: X. Dil mezinarodni kolektivni monografie / Mezinarodni Ekonomicky Institut s.r.o. Ceska republika: Mezinarodni Ekonomicky Institut s.r.o., 2021. S.281-290.

Размещено на Allbest.ru