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1
Ali, Karamat, and Rana Ejaz Ali Khan. "Private Schooling - A Quality Puzzle." LAHORE JOURNAL OF ECONOMICS 7, no. 2 (July 1, 2002): 41–64. http://dx.doi.org/10.35536/lje.2002.v7.i2.a3.
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Primary school enrollment rates in Pakistan are lower than in other countries at the same level of economic development. The proportion of children reaching grade 5 is about half that in Sri Lanka and China and three-quarter that in India. Nationally, the gross primary school ratio is 74, and 101 for boys and 45 for girls. According to the National Education Policy 1992-2002, the target of literacy rate was set at 70 percent by the year 2002, which was achievable besides other measures, by inviting the private sector into education. Now, overall, private education accounts for about 10-12 percent of gross enrollments. The government of Pakistan has established a goal of universal primary enrollment by the year 2006. In the present study the quality characteristics of private schooling are discussed, i.e. qualitative aspects of schools, physical infrastructure of schools, teachers’ qualification and salaries, and fee, dropout rate, and repletion rate of the students, etc.
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Nurieva, L. M., and S. G. Kiselev. "Workload and salary as determinants of pedagogical graduates’ employment by occupation." Education and science journal 23, no. 10 (December 15, 2021): 100–128. http://dx.doi.org/10.17853/1994-5639-2021-10-100-128.
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Introduction. The problem of the effectiveness of the pedagogical education system remains one of the most discussed topics in modern professional discourse. A large proportion of leaders of the educational industry and representatives of the expert community are convinced that graduates of pedagogical universities and colleges are not sufficiently prepared for independent professional activity and deflect from work in their field. The refusal of graduates to be employed by occupation is associated mainly with the poor quality of students’ practical training in universities. Criticising the low attendance rates of young professionals in schools, analysts often ignore the conditions of employment in educational institutions. Meanwhile, the appearance of a new form of statistical observation of OO-1 and OO-2 on open access makes it possible not only to track the results of employment of graduates of the vocational education system in schools across the country, but also to compare them with the conditions for hiring: the current workload on staff and the level of teachers’ salaries.The aim of the present research was to find the dependence of the results of pedagogical graduates’ employment by occupation on the conditions of employment in schools: the level of teachers’ salaries and workload in the regions of Russia.Methodology and research methods. The research methodological framework is a structural approach based on applied research procedures (observation, description, comparison, counting, measurement, modelling, etc.), according to which general scientific (comparative, retrospective analysis, systematisation, generalisation) and statistical research methods (statistical and correlation analysis, etc.) were employed. The analysis of official documents of educational authorities of different levels and educational institutions, scientific publications and forms of federal statistical observation of OO-1 and OO-2 was conducted. The processing of regional educational statistics was carried out using the Online Analytical Processing technology, which makes it possible to obtain OLAP cubes and form analytical slices in accordance with emerging research tasks. The slices were studied in detail using the Analysis ToolPak addin procedures and the statistical functions of the Excel library. In the course of the analysis, the authors performed the calculation of measures of the statistical relationship between the studied variables and their graphic visualisation.Results. This study established a high level of pedagogical labour market segmentation by territorial and qualification-age criteria of employees. The effects of influence on the part of state and public institutions and practices, leading to systematic discrimination of certain groups of educators, were revealed. Regional data provide the examples of discrimination against young teachers in remuneration, both in the process of employment due to the lack of qualification grades, and in the process of work, as a consequence of the inaccessibility to payments from the incentive part of the salary fund of schools. It is shown that the improvement of the results of pedagogical graduates’ employment by occupation is related to the improvement of the wage system, increasing the base rates and reducing the intra-industry differentiation of earnings among workers of different ages.Practical significance. The authors are convinced that this article will clarify the approaches for adjusting the mechanism for distributing the wages fund of schools, develop measures to attract young people to teaching and ensure the elimination of the shortage of personnel in the education system.
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Podstawski, Robert, Marta Żurawik, Krzysztof Borysławski, Aneta Anna Omelan, and Anatolii Tsos. "Working conditions of physical education teachers in European higher education institutions." Physical Activity Review 10, no. 2 (2022): 111–26. http://dx.doi.org/10.16926/par.2022.10.26.
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Aim: One of the problems of modern higher education is the so-called "New core curricula", which oblige PE teachers to make many changes in the way they work. PE teachers face several restrictions to provide PE programs that improve students' physical fitness, cognitive development, and overall health. The research aimed to investigate the working conditions of university PE teachers in selected European tertiary institutions. Materials and Methods: The quantitative research employed purposive sampling. Five academics volunteered to collect information on 66 European tertiary institutions located in Poland, Slovakia, Serbia, Hungary, Czech Republic, Slovenia, Turkey, Spain, Montenegro, Croatia, Bosnia & Hercegovina, Finland and Kosovo. Quantitative data were collected using questionnaires with a set of questions concerning characteristics of tertiary institutions and various aspects of working conditions of university PE teachers. Results: Two thirds of the university PE teachers held master's degree in PE since in over 42% of surveyed institutions, a master's degree in physical education was required to conduct PE classes. The majority of PE teachers (84.4%) were employed full-time, and on average worked 38.6 days in an academic year. Significantly more PE teachers with masters and doctoral degrees (p = 0.012) were employed full-time, or fixed term in public, middle size HEIs (p <0.001). In HEIs in cities with less than 500,000 residents, PE teachers were more often encouraged for participation in CPD (p = 0.049). Significantly more public HEIs fully or partially covered the costs of CPD or conferences (p <0.001), whereas in non-public or small HEIs significantly more PE teachers had to finance the costs of CPD. Moreover, significantly more (p =0.037) universities implemented specific PE teachers’ evaluation criteria with a personal record of their achievements. Conclusion: There is a pressing need to improve qualifications of university PE teachers, as many European HEIs do not support PE teachers in CPD. Furthermore, lack of CPD opportunities, low salaries and lack of career promotion perspectives combined with lower psychological resilience, may result in professional burnout syndrome.
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Maksimović, Jasna, Branka Jablan, and Špela Golubović. "Inclusion in physical education and sport." Zbornik radova Pedagoskog fakulteta Uzice, no. 24 (2022): 191–206. http://dx.doi.org/10.5937/zrpfu2224191m.
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There is an international consensus that physical activity and sport can be used as strategies for social inclusion, as well as that people with disabilities have the capacity to participate in these activities. However, interventions based on physical activity and sport and their processes that can influence inclusive outcomes are yet to be continuously and comprehensively investigated. The aim of this paper is to point out the problems and perspectives of the development of inclusive physical education and sport by providing an overview of scientific production sources from international scientific conferences, scientific journals in the field of sports and social sciences, as well as reference literature. Data were collected by reviewing available print sources and electronic databases suh asERIC, JSTOR, and Google Scholar etc., using relevant keywords. The results indicate that there are several factors which influence physical education and its teaching methods in an inclusive educational context (attitudes of students and teachers, teachers' competencies, approachability, etc.), and that inclusion in sport is dependent on both personal (nature of the disability, health, motivation, etc.) and social environment factors (accessibility, creating and implementing planned physical activities adapted for students with disabilities, etc.).
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Roshchina, Natal’ya V. "Psychological barriers and resources of professional development of future physical education teachers." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 26, no. 4 (February 24, 2021): 161–65. http://dx.doi.org/10.34216/2073-1426-2020-26-4-161-165.
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This article examines the psychological barriers of the personality that prevent the development of professionalism of the future physical culture teacher. An analysis of scientific views on the phenomenon of “psychological barrier” is presented, a working definition of this concept is formulated, the results of an empirical study conducted on a sample of students of Kostroma State University (n = 120) are presented, representing the main barriers to professionalisation and the resources to overcome them. It has been established that for future physical education teachers at the initial courses of study, the dominant external psychological barriers to professionalisation include lack of time, misunderstanding from peers, criticism from others. Senior students, more immersed in their future profession, also noted the abundance of documentation, tough competition in professional activities, and low salaries as external barriers. The dominant internal barriers to professional development for future physical education teachers are laziness, lack of experience, destructive emotions, frivolous attitude to the profession, fear of their own psychological and pedagogical incompetency, and shyness. The students named readiness for self-development, willpower, perseverance, social activity, sense of humour as the main mental resources for overcoming psychological barriers. Social resources are the effective work of university pedagogues, communication with friends, the help of a coach, family support, advice from experienced people, sports, and special literature.
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Karczewska, Wiktoria. "Expenditure on education and physical culture in the commune of Skulsk and Wilczyn in 2015-2018. Comparative analysis." Journal of Education, Health and Sport 11, no. 6 (June 30, 2021): 284–90. http://dx.doi.org/10.12775/jehs.2021.11.06.031.
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According to the Constitution of the Republic of Poland of 1997, a commune is the basic unit of local self-government. The commune realizes its own tasks and commissioned tasks, and its aim is cater to local residents needs. In both analyzed communes, the main source of expenditure were own tasks. In the balance sheet, the education department had the biggest share in the expenditure of both communes. In particular, these are expenses for kindergartens, primary schools, lower secondary schools and teachers' salaries. Expenditure on physical culture does not significantly affect the balance sheet of communes.
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Nemčíková, Magdaléna, Zuzana Rampašeková, Hilda Kramáreková, and Alena Dubcová. "Specifics of Geography Teacher Training at the Faculty of Natural Sciences Constantine the Philosopher University in Nitra." Annales Universitatis Paedagogicae Cracoviensis Studia Geographica 12 (December 1, 2018): 140–53. http://dx.doi.org/10.24917/20845456.12.11.
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The Slovak education is currently experiencing a turbulent period associated with ongoing efforts to reform the education system, under-funding of education with low teacher salaries, overworked and feminized teaching staff, low social status of a teacher in society, problems in the creation and distribution of current textbooks, insufficient interest in studying natural sciences, leaving of young people to study abroad, etc. This situation is also reflected in the training of future teachers including the geography teachers (in combination with other subjects). The aim of this study is to provide basic information on the development of future geography teacher education in Nitra, which has almost a 60-year tradition. Moreover, it characterizes the current state of this education in the context of the subject field didactics and pedagogical practice and identifies the challenges of their future preparation. Methods of text analysis, information comparison, and statistical processing of quantitative information were used in this study. Key findings include the dynamics of the number of graduates from geography teaching study programs, responding to the situation in education system and demographic decline in the population, and reduction of contact lessons at the university leading to a reduction in the professional and didactic extent of knowledge and skills of future teachers. The most important conclusions or recommendations as well as scientific contribution concern the necessity to change the attitude of teachers towards the practically oriented teaching with stronger emphasis on training students’ creativity not only through ICT, but also using creative and critical thinking strategies.
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Koriakina, I. V., A. A. Kovalchuk, O. P. Shvets, and А. А. Dyachenco. "Preparation of future teachers for the modern technologies in physical education." (Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 2(130) (February 22, 2021): 67–70. http://dx.doi.org/10.31392/npu-nc.series15.2021.2(130).15.
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Most experts recommend as an alternative to traditional approaches to physical education of preschoolers, to use the modern pedagogical technologies, among which preference is given to various fitness directions, in particular, step aerobics, fitball aerobics, aqua aerobics, the use of modern multimedia in the educational process, innovative methods, etc. The purpose of the study is to substantiate the main recommendations of implementation the modern pedagogical technologies in physical education of preschool children for future teachers. In the process of physical education with preschoolers, the teacher must solve educational and health tasks. For the health effects of fitball-aerobics on the body of preschool children, the teacher must to follow the basic principles of physical education, select the optimal characteristics of the equipment (size, color, elasticity of fitballs) taking into account the age of children, rationally dose the load. One of the promising health technologies for the development of motor skills of older preschoolers is step aerobics. Particular attention should be paid to the selection of musical accompaniment, use the game form of step aerobics, imitation exercises, select different forms for classes, etc., taking into account the age of children. In the process of tourism, it is important to interest children in the use of new equipment for them, a certain story (for example, treasure hunt), the use of interactive methods, game forms and more. To solve educational tasks, focus attention of preschoolers to the need for mutual assistance, discipline, courage, and so on. The outlined recommendations should be used in the process of preparing future teachers for the implementation the modern pedagogical technologies in physical education with preschool children.
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Dar, Iqbal, and Sangeeta Gupta. "EFFECT OF IN-SERVICE TRAINING ON THE ATTITUDE OF PHYSICAL EDUCATION TEACHERS." International Journal of Advanced Research 9, no. 08 (August 31, 2021): 208–13. http://dx.doi.org/10.21474/ijar01/13251.
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The need for in-service training of physical education teachers cannot be underestimated. It is a necessity in enhancing work performance and motivation of teachers in their field. Absence of in-service training of physical education teachers will retard professional growth of teachers as well as missing gaps between demands and actual achievement levels. In-service training allows for such activities that may include seminars, workshops, conferences, classes, exhibitions etc that are designed to develop and improve employees in an organization from the initial employment stage to retirement. From the foregoing, it becomes imperative that every attention should be devoted to the in service training of physical education teachers to promote their professional growth and development. Therefore, the focus of this paper is to have an overview and problems of in-service training of physical education teachers in Kulgam, Jammu Kashmir. Finally, relevant suggestions were put forward to achieve a better staff development programme aimed at helping teachers to update their knowledge, expertise, skills and competence in the teaching profession.
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Moseychuk, Yu, and O. Tsybanyuk. "European experience in training physical education teachers to work individually with students." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 6(151) (June 29, 2022): 102–5. http://dx.doi.org/10.31392/npu-nc.series15.2022.6(151).22.
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An analysis of the training of specialists in the field of physical education in different European countries. The authors singled out the common and general features of this process, identified problems and ways to solve them, in particular in a particular educational institution. The article proves that various aspects of the personnel problem are relevant also because the current requirements for the personality of a physical education teacher, the content of the subject, the attitude to it by teachers, parents, community, etc. are on time. Thus, the article recognizes that in addition to the main tasks to be solved in physical education lessons (promoting harmonious physical and mental development; meeting the needs of physical activity; general personality development; mastering popular sports, strengthening physical health, etc.), students get acquainted with the environment, nature, rules of social behavior, the ability to act in a community is formed. The solution of such tasks is achieved, in particular through the implementation of interdisciplinary and individual approaches to physical education lessons. Analysis of scientific and methodological and special literature on the individualization of the process of physical education of schoolchildren showed that despite the similarity of views of many scientists on this topic, taking into account the individual characteristics of students in physical education, it is not always realized in the educational process. It should be noted that there is another opinion on the individualization of school physical education.
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Beyazoğlu, Gamze. "Attitudes of Teachers Towards Inclusion of Students with Disabilities in Physical Education." Pakistan Journal of Medical and Health Sciences 15, no. 10 (October 30, 2021): 3390–93. http://dx.doi.org/10.53350/pjmhs2115103390.
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Aim: The aim of the present study is to examine the attitudes of physical education teachers towards teaching disabled students. Methods: A total of 612 physical education teachers working in the Ministry of National Education in Turkey participated in the research. “The Attitudes of Physical Education Teachers Towards Teaching Disabled Students Scale” (2020), developed by Beyazoğlu and Özbek, were applied to the teachers participating in the research. Since the data are normally distributed in the analysis of quantitative data, t-test and ANOVA tests from parametric tests were used. Results: According to the results of the research, it is observed that Turkish physical education teachers have favorable attitudes towards teaching disabled students within the framework of planned behavioral theory. In addition, the measure of attitude, subjective norm, perceived behavioral control, behavior-oriented attitude and behavioral objective are important predictors of teachers' attitudes. Furthermore, each dimension is highly correlated with some variables. Conclusion: The proficiency level of teachers' teaching experiences, whether they have taken special training courses in undergraduate education, physical education for the disabled in undergraduate education, preconceived notions such as whether to take sports courses, whether to take various courses, training, etc. (in-service training) during teaching, age and marital status are highly related to teachers' attitudes. Keywords: Physical Education Teacher, Teaching, Disabled student, Attitudes
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Kartika, Lindawati, Siti Rahmawati, Dea Nur Eriza, Refindi Rizky Ramadhoni, and Erri Utami Cahyaningtyas. "COMPENSABLE FACTORS AND COMPARISON ANALYSIS OF UMP AND UMK IN TEACHER COMPENSATION SYSTEM IN JAWA BARAT." Jurnal Apresiasi Ekonomi 11, no. 1 (January 16, 2023): 102–16. http://dx.doi.org/10.31846/jae.v11i1.541.
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ABSTRACTEducation is an aspect that needs to be improved because quality human resources (HR) are born from quality education. Teachers have an important role in improving human resources, and teacher welfare also needs to be considered, one of which is by paying attention to the compensation system for teachers to match the regional minimum wage, compensable factors, and job qualifications. The purpose of this study was to evaluate compensation, especially teacher salaries, in West Java against the UMP and UMK, analyze the compensable factors of the teaching profession based on the Hay System, analyze the qualifications of teacher positions needed based on compensable factors, and compile recommendations for teacher job qualifications based on compensable factors and realization of the needs of the teaching profession in available job vacancies. This research is a quantitative descriptive study with a sample of 150 teachers from six schools in West Java, especially in the areas of Depok, Bandung, Bogor, Pangandaran, and Cirebon. The sources of data are secondary data in the form of surveys on teacher salaries in West Java and literature studies. The data analysis method used the descriptive analysis method and the hay system to determine compensable factors. The results show that the average salary of teachers in West Java is already above the regional minimum wage. There are ten compensable factors needed in determining the teacher compensation system in West Java, and education is the most important aspect with the highest weight. Several job qualifications are in accordance with the compensable factors needed in determining the teacher's compensation system, namely education, experience, communication, conceptual thinking, initiative, freedom of action, and physical effort. However, the compensable factors, complexity, decision-making, and impact are not included in the teacher's job qualifications so that these three factors can be taken into consideration to be used as job qualifications for teachers in the future.Keywords: compensable factors; compensation; Provincial Minimum Wage (UMP) and Minimum Wage of City and Districts (UMK); school
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Tsybanyuk, O. "Peculiarities of training specialists in the field of physical education and sports in higher education institutions of modern Romania." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 9(140) (September 30, 2021): 96–100. http://dx.doi.org/10.31392/npu-nc.series15.2021.9(140).22.
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The article considers the peculiarities of training in the field of physical education and sports at specialized faculties on the example of Alexandru Ioan Cuza University. Iasi, highlighted and characterized the main provisions of the charter of the faculty, curriculum and study programs, etc. It is determined that the faculty provides training in the specialties "Physical Education and Sports", "Physical Therapy" and "Sports and Physical Activity" (bachelor); "Fitness and body aesthetics", "Leisure and extreme sports", "Therapeutic physical training in sports traumatology", "Physiotherapy in sports traumatology" (Chisinau, Republic of Moldova) and "School physical education and sports" (master's degree) future teachers of physical education and sports, coaches, physiotherapists, sports instructors, etc. The content and structure of syllabuses for the preparation of licensees / bachelors and masters are analyzed, the topics of lectures, seminars and practical academic classes are published, the hourly distribution is determined.
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Hurin, Ruslan, and Oleksandr Kizyma. "THE ROLE OF SELF-GUIDED WORK IN TRAINING FUTURE PHYSICAL EDUCATION TEACHERS." Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, no. 9 (September 20, 2018): 72–79. http://dx.doi.org/10.24195/2218-8584-2018-9-72-79.
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The article analyzes the scientific studies concerning general concepts of self-guided work. Special attention is paid to the periodization of projecting in the life of a society with a deep historical background. The authors argue that the phenomenon of projecting is related to such concepts as method, technology, activity. A multidimensional study of pedagogical projecting has led to the conclusion that due to its use in future physical education teachers’ self-guided work the following traits are formed: the style of projective thinking, the ability to create pedagogical projects, the formation of creative abilities and thinking, reflection, etc. Based on the conducted research, the authors present their position on the phenomenon of pedagogical projecting. They also prove the effectiveness of the attitude of future physical education teachers to the use of pedagogical projecting in self-guided work. Keywords: self-guided work, pedagogical projecting, project method, project activity.
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Dreneva, Anna Aleksandrovna, Irina Valerievna Seliverstova, and Mark Lvovich Agranovich. "Using a regression model for enhancing evaluation of regional purchasing power parities of the national currency with the main focus on teachers’ salaries in Russia." Science for Education Today 11, no. 5 (October 31, 2021): 84–105. http://dx.doi.org/10.15293/2658-6762.2105.05.
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Introduction. Purchasing power of national currency varies widely across countries and regions, thus inter-regional comparisons pose a problem of financial and economic indicators comparability. In Russia, this issue is being currently solved by using the state budget expenditures index and the cost of a fixed set of goods and services (consumer basket) calculated for each region. The aim of this article is to propose and evaluate an alternative method of improving the accuracy of inter-regional price differentiation estimates. Materials and Methods. This study is based on the research investigation by Costa et al (2019) conducted on a sample of more than 300 regions of OECD countries. Relying on that research, the authors collected relevant data on Russian regions and analyzed a multiple linear regression model. Within the model, a consumer basket cost was a dependent variable, and the average income, the share of industry and the share of services in gross regional product were considered as independent variables. Results. The parameters of the model revealed an acceptable level of its explanatory power (R2 = 0.76), as well as a significant influence of all factors. Applying the model, the authors received the predicted consumer basket cost. Both types of the consumer basket costs (actual and predicted) were correlated with the external factors of regional price differentiation, selected from the literature as evaluation criteria: transport infrastructure quality, social inequality level, market competition level, regional fiscal policy, etc. The analysis revealed that significant correlations with the external parameters were higher for the predicted consumer basket cost as compared to the actual one. The possibility of using the results of this study to improve the accuracy of the comparative interregional analysis of financial and economic indicators is illustrated by the example of comparing the nominal and calculated adjusted values of teachers’ average salary in all regions of the Russian Federation. Conclusions. The findings suggest that the predicted consumer basket cost allows to conduct more accurate assessment of the differences in the national currency purchasing power in Russian regions. The results of the study can be used to improve the accuracy in comparative inter-regional investigations of financial and economic indicators.
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Li, Zeng. "Study of Impacts on Students’ Comprehensive Developments by College Physical Education." Advanced Materials Research 187 (February 2011): 809–14. http://dx.doi.org/10.4028/www.scientific.net/amr.187.809.
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As a multi-dimensional open culture and an organic composition of higher education, compared with other forms of education, college physical education has a unique advantage in the promotion of college students to form and develop good personalities. The factors of college physical education that impact college students’ personality developments are divided into two parts of promoting factors and impeding factors. Among them, promoting factors including teaching factors, management factors, and personnel support, etc., play an active role in promoting the process of college students’ personality developments; impeding factors including behind ideas and concepts, various course contents, monotonous teaching mode, rigid management mode and teachers to be improved, etc., seriously impede the progress of college students’ personality developments. College physical education has its impacts on the process of college students’ personality developments in its unique forms and methods, the roles of which are mainly represented in: promoting physical and mental healthy developments; coordinating interpersonal relationships to enhance adaptive capacities to the society; developing firm volitional qualities and magnificent moral sentiments; enhancing the struggling consciousness to participate in competitions and cooperation; and culturing innovative consciousnesses and innovative capacities, etc. aspects.
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Tuisk, Mare. "Are Teachers Tired of Responsibilities?" Journal of Teacher Education for Sustainability 8, no. 1 (January 1, 2007): 37–47. http://dx.doi.org/10.2478/v10099-009-0011-8.
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Are Teachers Tired of Responsibilities? Estonian educational life is at a crossroad. Schools and their educational functions have become the focus of public discussion because of the worrisome tendencies in childhood and adolescent life (dropping out of school, deteriorating mental and physical health, increase in self-destructive behaviour, etc.). Many teachers are overtaken by tiredness and apathy. To the amazement of colleagues, even the best teachers are suffering from burnout and leaving school. What are the reasons for these phenomena? The general context of this article is the problem of sustainability in education and, consequently, the sustainability of society. This paper focuses on how teachers perceive themselves as subjects and how they can promote learners' becoming subjects and is based on 48 narrative essays. The author has interpreted the outcomes relying on the works of A. Maslow, L. Vygotsky, V. Peavy, and M. Fullan. The most significant conclusion is that there is a contradiction between the teachers' strong feeling of mission and responsibility which contrasts with the diminishing possibilities of implementing these priorities in their real work. Teachers assume they are accepted as decisive and responsible professionals. Furthermore, they expect other participants of educational processes to share responsibility.
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Novopashina, L. A., E. G. Grigorieva, and D. V. Kuzina. "Foresight of teachers’ professional challenges." Education and science journal 24, no. 6 (June 14, 2022): 60–83. http://dx.doi.org/10.17853/1994-5639-2022-6-60-83.
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Introduction. The search for new tools, methods of research and forecasting of teachers’ professional challenges is conditioned by the development of the Russian education system and the tasks to develop teachers’ competencies. This article presents a research solution for predicting the professional challenges faced by teachers in the regional education system using foresight methods.Aim. The current research aims to predict the challenges of teachers’ professional activity, considering the uncertainty of the formation of their foresight competencies.Methodology and research methods. The foresight methodology was chosen as a methodological basis for predicting teachers’ professional challenges. The first experience of technological foresight presented by B. R. Martin, developed in different countries, spheres and industry systems (M. Hilbert, Y. Kishita, I. Miles, J. Othmer, C. Reimers-Hild, A. Magruk, etc.), has found its application in education (A. Havas, V. Munigala, J. Rong, Sánchez-Torres J. M., Sjodin, A. Yaver, etc.) and modern studies of professional competencies (M. Rieckmann, L. M. Andriukhina, E. F. Zeer, A. Kononyuk, L. E. Kurneshova, V. P. Smorchkova, etc.). This research is the first implementation of foresight methodology to study the education system of the Krasnoyarsk Territory. The prototype for the development of tools was the experience and materials of foresight research in Finland. In the course of the study, 241 individual interviews were conducted with the representatives of various stakeholders in the development of education – students of the pedagogical university, teachers and parents. The most active part and the largest share were teachers (77%), students – future teachers (15%) and parents (8%).Results. As a result of the study, it was found that the main challenge in the future will be the lack of competencies and skills of teachers to apply the necessary techniques and technologies. From the teachers’ point of view, the main challenge in the future will be the lack of time for the necessary changes. From the point of view of future teachers, the main challenges of teachers will be the lack of desire and motivation on the part of students and teachers, lack of finance provision, equipment, resources. From the point of view of parents, the main difficulty in the future will remain excessive bureaucratisation of the learning process. In their opinion, the lack of desire and motivation on the part of students and teachers, as well as the lack of competency of teachers to apply the necessary techniques and technologies, are the main challenges of teachers.Scientific novelty. The research is aimed at solving the issues of choosing and adapting foresight methods in conditions of uncertainty of foresight competencies of its participants. The study promotes the possibility of expanding the range of stakeholders and considers the limitations of the spread of foresight technologies in Russia. The research demonstrated the possibility of predicting the assessment of teachers’ professional challenges, which contributes to the foresight study of competencies.Practical significance. The received forecast about the professional challenges faced by teachers will provide the support to adjust the existing system of professional development of teaching staff and to lay the foundation for regional monitoring.
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Devi, N. Nomika, and Nongmeikapam Premika Devi. "Working Conditions Of Teachers Of Elementary Schools In The Valley Districts Of Manipur." Thematics Journal of Geography 8, no. 8 (August 23, 2019): 178–92. http://dx.doi.org/10.26643/tjg.v8i8.8143.
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Working conditions of teachers include many tangible and intangible factors such as proper sanitary conditions, arrangements for good air and water, provision for adequate resting places, quite atmosphere, good climate, proper lighting, and cordial relations between the workers and the head with smooth liaison between the two. The State Education Commission, Manipur 1992 observed that “Lack of even the minimum essential facilities in schools particularly elementary schools, is a serious handicap in raising the quality of school education in the state. The State Education Commission, Manipur also reported that the teachers are sore about their low emoluments, poor conditions of service and lack of even essential physical infrastructure and proper teaching-learning environment in most of the schools. The matter calls for serious attention. The objective is to study the overall working conditions of elementary school teachers in the valley districts of Manipur. The investigator selected representative sample of 96 schools from different managements on the basis of stratified cluster sampling technique. Working conditions questionnaire were administered to 600 teachers. It was found 23% of the respondents reported that they do not have toilet facilities. It was reported that 42.17% teachers had insufficient numbers of teachers in their respective schools. Majority of the respondents (59%) reported that salaries were not paid in time. . Majority of the elementary teachers did not have computer knowledge (62.67%). It was also found that 32.5% did not teach their concern subject. In terms of using teaching aids (65.33%) and preparing lesson-plan(100%), the responses were high. 75.67% of teachers reported to have cordial relationship among the teachers. Only 37.33% of teachers have computer knowledge and 14.17% respondents used computer in teaching. In the age of technology the use of computer is a must. Majority of the elementary teachers did not have computer knowledge (62.67%).
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Kwon, JeongA, and JaeJeong Park. "Analysis of Elementary School Teachers' Perceptions for Flipped Learning Physical Education Classes." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 13 (July 15, 2022): 659–72. http://dx.doi.org/10.22251/jlcci.2022.22.13.659.
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Objectives The purpose of this study was to explore information and implications for applying flipped learning to physical education classes by analyzing elementary school teachers' perceptions of flipped learning physical education classes. Methods A questionnaire survey of 223 elementary school teachers across the country, focusing on teachers teaching in the G Province, and 210 data were collected and frequency analysis was conducted using SPSS 23.0 for Windows. Results Elementary school teachers recognized that flipped learning physical education classes were necessary, and a high percentage of respondents responded to the purpose and purpose of flipped learning physical education classes as ‘reflecting the needs of the times for future education’ and ‘freeing up time for the development of learner-centered activities.’ There was a strong perception that the operation of flipped learning physical education classes required teacher competencies such as ‘class design ability’ and ‘communication skills’. In addition, 17.6% of primary school teachers experienced flipped learning physical education classes, which were mainly taught in competitive and challenging areas, and the duration of operation was mainly around 6 months, and the operation was recognized as having a higher effect than traditional physical education and classes when managing flipped learning physical education classes. The educational implications of the research are as follows: First, flipped learning physical education classes have a high educational effect and sufficient meaning to be an alternative to future physical education. Second, in order to effectively practice flipped learning physical education classes, it is urgent for teachers to develop their ability to design lessons, and the possibility of practice can be enhanced through teacher learning community, faculty training, etc. Third, it was suggested that in order to effectively oper-ate flipped learning physical education classes, systematic preparation is necessary by providing a comprehensive environment such as digital ethics education and the construction of IT infrastructure. Conclusions Elementary teachers' experience and perception of flipped learning physical education classes are expanding, but they must be supported by the establishment of an environment that increases their viability.
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ZAITSEVA, Yu, I. TARANENKO, and O. KORNOSENKO. "INTEGRATION OF EDUCATIONAL AND PROFESSIONAL ACTIVITIES IN SECONDARY SCHOOLS IN THE PROFESSIONAL TRAINING PROCESS BY FUTURE TEACHERS OF PHYSICAL EDUCATION." Pedagogical Sciences, no. 75-76 (December 12, 2020): 50–55. http://dx.doi.org/10.33989/2524-2474.2020.75-76.226369.
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How the pedagogical condition influences the effectiveness of the professional training of students of the faculty of physical education was found out.Formation of pedagogical skills of future teachers of Physical Education occurs more effectively only in the course of practical application of theoretical knowledge by students in the conditions of pedagogical activity. It depends on the implementation of the activity approach; on the purposeful involvement of the work in the active activities of the organization of physical culture and sports work; on the using of heuristic teaching methods in lessons, active and interactive learning forms and methods, that suggesting: mutual learning, method of specific situations, brainstorming, master class, professional days, video lectures, solving problem situations and pedagogical tasks and other.It was proved that when future teachers of Physical Education were involved in organizing various forms of physical culture and sports work in their spare time from higher education, it was appropriated. As the faculty is connected with a secondary schools and other physical culture and sports institutions, students were involved in professional activity in real conditions with pupils. Physical education and sports professionals (teachers, teachers of Physical Education, coaches, sport judges, etc.) managed the process.
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Xu, Hong Xing, Jian Wang, Fu Zhen Xu, and Xiu Jun Zhang. "Survey and Analysis of Teacher-Resources of Normal Physical Department Equipped in Colleges in Tianjin." Advanced Materials Research 187 (February 2011): 469–74. http://dx.doi.org/10.4028/www.scientific.net/amr.187.469.
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The commitment of teachers of Physical Education Department in colleges are conducting PE course, training sports team, organizing sports science research, social sports service of the whole school etc. Methods are adopted, such as documentary, questionnaire investigation, and mathematical statistics etc., to have the gender, age, record of formal schooling status and in-service training status of PE faculty of colleges in Tianjin surveyed. According to the investigation, we can draw the conclusion that improving gender structure, cultivating scientific research team should be paid close attention to improve the teaching level when teachers are introduced in Tianjin universities. PE of colleges is not only considered to be an important component of higher education, whose quality is measured by Morality, intelligence and physique, but also an aspect which can not be ignored. The faculty of the department of Physical Education in colleges is liable for a series of important works such as Physical education curriculum teaching, sports training and sports research, students' extracurricular physical exercising guidance and services such as social sports. Many factors, such as high quality and structure of faculty resources and cultivating younger teachers, are playing an important influence on the future quality of education. In order to provide certain theoretical basis and theoretical support for the teaching management of public PE department of colleges in Tianjin, available suggestions to optimize the existing personnel structure and echelon construction could be contributed through the investigation.
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Roshchina, Natal’ya V. "Dynamics of development of professional and personal qualities of future physical education teachers." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 4 (2019): 236–39. http://dx.doi.org/10.34216/2073-1426-2019-25-4-236-239.
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The results of research, reflecting dynamics of progress in personally professional qualities of future physical culture pedagogues, studying at a higher education institution, are generalised in this article. The model of growth of personally professional competency of future physical culture teachers is represented. The conditions and methods to upgrade professionally personal qualities of students are described in this article. It has been established that among junior students, the motivation for avoiding failures prevails, and the achievement motivation is formed in the senior students. The dynamics of the formation of professionally significant qualities, general professional and professional competencies of students from the first to the fourth course is shown. The pedagogic conditions for the formation of professional and personal competency of future physical education teachers are revealed: organising the educational process on the basis of interdisciplinarity and integration of work programmes of academic disciplines; accounting in the educational process of objective and subjective factors in the formation of the subject of professional activity; the variability of the use of innovative educational technologies, etc.
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Maksymchuk, Iryna. "Forming Physical Education Teachers’ Pedagogical Mastery in the Context of Native and Foreign Scholars’ Views." Comparative Professional Pedagogy 6, no. 3 (September 1, 2016): 79–84. http://dx.doi.org/10.1515/rpp-2016-0038.
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Abstract The article deals with studying the process of forming physical education teachers’ pedagogical mastery in the context of native and foreign scholars’ views. It has been indicated that the problem of pedagogical activity and pedagogical mastery efficiency has been raised in the works of a number of scholars who developed the principles and criteria of such activity. Thus, such native pedagogues as D. Dmytrenko, S. Krysyuk, I. Maslikova V. Putsov, A. Volovychenko studied the organization and evaluation of pedagogical and methodical work of teachers as well as the measuring of teaching management effectiveness. We have concluded that the forming of future physical education teachers’ pedagogical mastery should include the analysis of the education content (syllabi; general, psychological and pedagogical, special subjects; their comparison and volume, etc.) and the study of future physical education teachers’ personality. It is based on the use of general approaches, namely, historical, theoretical and descriptive, experimental, qualimetric (sociological) and is carried out within the diagnosis of a more general concept – a level of professional training (professional competence, the ability to obtain and generate new knowledge, to creatively solve pedagogical problems).
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BÜLBÜL, Alpay. "Examination of Lifelong Learning Trends of Physical Education and Sports Teachers on Different Variables." Journal of Education and Learning 9, no. 6 (November 12, 2020): 94. http://dx.doi.org/10.5539/jel.v9n6p94.
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Objective: The aim of this study is to examine the lifelong learning trends of physical education and sports teachers with regard to various variables and to compare them with the literature.
Method: 113 physical education teachers working in secondary schools and high schools in Tokat province and its districts during the 2019-2020 academic year participated in the study. In order to obtain the research data, the “Lifelong Learning Scale” adapted to Turkish by Engin, Kör and Erbay (2016) and the demographic information questionnaire created by the researchers were used. This research is a descriptive study in scanning model. The research data were subjected to normality test and the research data were analyzed according to the results. In the analysis of the data, 0.05 significance level was taken as the criterion. In order to determine the level of lifelong learning competence of physical education and sports teachers, the variables with 2 level were analyzed by using t test statistics, and the variables with 3 or more levels were analyzed by the ANOVA F test statistic.
Conclusion: According to the results of this study which was conducted on different variables, physical education teachers’ lifelong learning tendency scores are high. At the same time; gender, professional seniority and and the lvel of the institution (primary school, high school etc.) are not effective factors on lifelong learning motivations og physical education and sports teachers.
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Buchkivska, Galyna, Iryna Demchenko, Inna Babii, Alona Nikitenko, Mykola Balukh, Natalia Nalyvayko, Iryna Maksymchuk, and Borys Maksymchuk. "Problems of valeological education in the framework of the systemic approach." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 5(125) (September 27, 2020): 35–43. http://dx.doi.org/10.31392/npu-nc.series15.2020.5(125).06.
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The main reason for the inefficiency of the system of valeological training of specialists in higher education institutions is that a set of its components isn‟t defined today (structure, content, form, term of study, blocks of disciplines, etc.), mutual relations aren‟t built between them, which ensure integrity, consistency and development. One of the greatest achievements of humanities and natural sciences of the end of the ХХ century and the beginning of the ХХІ century is the adoption of a humanitarian paradigm that includes a multidimensional definition of health as physical, social, economic and creative well-being. At the same time, a key role in its creation is assigned, firstly, to the person himself, secondly, near medical fields: professional activity, recreation, education, etc. Teachers should recognize: although educational activity is the main one in childhood and early youth, nevertheless other areas of life should be under the control of parents, teachers and, most importantly, young people themselves, not forcibly, but consciously and naturally.
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Park, So-young, Song ha Yoon, and Jang Soon Yoo. "Roles and Support Needs of Early Childhood Special Education Teacher in Special Education Support Centers." Korean Journal of Early Childhood Special Education 22, no. 2 (June 30, 2022): 151–73. http://dx.doi.org/10.21214/kecse.2022.22.2.151.
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The purpose of this study is to investigate the roles, difficulties, points of reward, and support needs of early childhood special education teachers working in special education support centers through their experiences and perception. For the research method, Focus Group Interview(FGI) was conducted with 6 early childhood special education teachers who had more than 2 years of work experience in special education support center. As a result of the study, 5 categories and 23 sub-themes were derived. In the special education support center, the duties and roles of early childhood special education teachers were diagnosis and evaluation, itinerant education, therapy support, infant class operation, in-service training program operation, etc. They felt the reward of working in the special education support center was positive and rewarding in the center's administrative work, and infant class operation support. The difficulties were to complaints, conducting diagnostic evaluations, appropriate placement according th children’s educational needs, counseling with parents, lack of understanding of work due to lack of work and field experience. The improvement related to the work of the special education support center required division of work, systematic training support, and a balanced teacher arrangement. Needs for support related to the work of the special education support center included administrative and financial support and placement of a special education supervisor for early childhood special education. Based on the results of this study, the role of early childhood special education teachers working in the special education support center and improvement measures were discussed to strengthen their professionalism.
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Globa, Halyna, and Maksym Didenko. "Аnalysis of the Problem of Low Effectiveness of Distance Education in the Field of Physical Education of Higher Education Students During the COVID-19 Quarantine." Bulletin of Luhansk Taras Shevchenko National University, no. 7 (338) (2020): 141–47. http://dx.doi.org/10.12958/2227-2844-2020-7(338)-141-147.
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The abrupt transition to online education in 2020 was not successful in the field of physical education due to unsatisfactory conditions of private premises for specialized sports (such as swimming, etc.), ban for practical classes without the supervision of a specialist due to safety rules, lack of sports equipment in private apartments, lack of provision of Ukrainian families with computers and telephones of the new generation or in sufficient quantities, lack of Internet access in 35% of families, inability to use sports facilities even for teachers for shooting video lessons, and etc. The article analyzes the results of the introduction of online education in the field of physical education of students of universities of Ukraine on the example of Donbas State Pedagogical University in sports and pedagogical disciplines and offers recommendations for compensation of these problems: state planning and support (economically, legislatively, and at the level of educational services), organization of conferences for analysis of scientifically sound proportions of hybrid education for each of sports and pedagogical disciplines, development of curricula and media platforms with multimedia recordings, and formation of state standard databases of each discipline.
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Krnjajic, Stevan. "Effects of student physical attractiveness." Zbornik Instituta za pedagoska istrazivanja 37, no. 1 (2005): 148–74. http://dx.doi.org/10.2298/zipi0501148k.
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Implicit personality theories suggest that people draw conclusions about other persons by using a relatively small number of visible features. The formation of "the first impression" is influenced by the factors, such as sex, age, appearances, race or nationality. Frequently, conclusions based on those factors lead to developing social stereotypes. Attractiveness is a good example of "the first impression" effect, because physical attractiveness entails the creation of impression about another person along a relatively great number of dimensions. Experimental paradigm, introduced in the sphere of interpersonal perception around the mid-20th century, led to a relatively great number of studies on stereotype based on physical attractiveness. One of the most often quoted conclusions of studies on physical attractiveness is summarized by the idiom "what is beautiful is good". For example, socially desirable personality traits (responsibility kindness, energy quality, modesty), more successful private and professional life, are all attributed to physically attractive persons. In addition physical attractiveness is coupled with positive expectations, peer acceptance, academic achievement etc. On the basis of studies on the "what is beautiful is good" stereotype, we have situated our analysis within the domain of roles regulating social interaction between teachers and students i.e. effects of physical attractiveness on teacher expectations, peer acceptance and academic achievement.
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GEORGESCU, CLAUDIA, ROXANA FIREZAR (TĂTAR), and PETRU PEȚAN. "Some insights on physical education classes in primary and secondary schools in Bihor County, Romania." Baltic Journal of Health and Physical Activity 12, Special Issue 1 (November 30, 2020): 87–96. http://dx.doi.org/10.29359/bjhpa.12.spec.iss1.10.
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Background: The paper presents some insights into the organisation of physical education classes in primary and secondary (lower secondary level) schools in Bihor county, Romania. Material and methods: The analyses are descriptive and address sports games played in physical education classes, time allotted to these classes, and also the quality of present sports infrastructure in schools. Data were collected by questionnaires applied to physical education teachers from primary and secondary schools in rural and urban areas, which were then descriptively analysed. Results: The results indicate an insufficient number of physical education hours established in the primary and secondary school curriculum. Conclusions. There is a need to improve the quality of sports infrastructure and facilities in schools (synthetic sports fields, multisport fields, etc.), both through the involvement of school management and local public authorities. Conclusions: There is a need to improve the quality of sports infrastructure and facilities in schools (synthetic sports fields, multisport fields, etc.), both through the involvement of school management and local public authorities.
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Hryban, H., I. Mychka, A. Harlinska, O. Solodovnyk, Y. Chayka, P. Pilipchuk, and A. Denysovets. "Forming communicative competence of the future physical education teachers during the educational process." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 4(149) (April 20, 2022): 43–46. http://dx.doi.org/10.31392/npu-nc.series15.2022.4(149).10.
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The article shows that the formation of the communicative competence of physical education teachers is an integral part of their professional training, which requires deep knowledge of the Ukrainian language. In literary sources, communicative competence is considered as the ability of the teacher to establish and maintain contact with students; a set of knowledge, skills, and abilities in various communicative situations; linguistic, non-linguistic, and communicative skills necessary in the process of education. The purpose of the articleis to substantiate the theoretical basis for the communicative competence formation of the future physical education teachers during their study at a higher education institution. At higher education institutions, physical education teachers gain general speech competence in the process of mastering professional activities, self-realization in learning, achieving the goals set, and understanding the essence of their future profession. The profession of physical education teacher is clearly focused on communicative competence, which involves direct communication with students, their parents, and teachers. The communicative competence formation of the future physical education teachers concerns the teacher's communication with students in real-life educational activities that ensure the development of self-awareness (talents, abilities, activity, motivation, attitude to the external environment, etc.). Among the pedagogical conditions for the formation of communicative competence of students in the process of professional training, we considered normative guidelines for the improvement of pedagogical activity and obtaining new pedagogical knowledge, skills, and abilities in the field of physical culture and sports, including communication; content, forms, methods, pedagogical techniques, and logistics support of the educational process, which are aimed at solving educational problems; natural, social, external, and internal influence upon the physical, moral, and mental development of students, their behavior and education; the means of a systematic increase in the students' motivation for physical culture, healthy lifestyle, and professional activity at the new Ukrainian school. The formation of the communicative competence of the physical education teacher undergoes certain stages during the study at a higher education institution and professional training for the teacher to reach the highest level of professionalism and pedagogical competence.
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Atibi, Azzeddine, Khadija El Kababi, Mohammed Radid, Malika Tridane, and Said Belaaouad. "Integration of the CAEx in the education (teaching) of the physical sciences in the Moroccan high school." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (June 28, 2017): 88–94. http://dx.doi.org/10.18844/prosoc.v3i1.1754.
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As in most parts of the country, the integration of the CAEx in the teaching of physical science in Moroccan high schools has seen an important development during the past years. The decision to implement CAEx in Moroccan education was taken by the department since 2009. From the academic year 2012/2013 the CAEx is part of the program of the CRMEF (teaching training to be able to use it). As part of a systematic research on the design of practical work by teachers of physics-chemistry of Moroccan school, we realized the majority of the experiences of the textbook of the secondary cycle which was a barrier to students in the absence of the CAEx (principale of inertia, second Newton’s law, response of a RC dipole at a voltage level...etc) Aquestionnaire to trainee teachers and the teachers about the use and the contribution of the CAEx to the physical science teaching in Moroccan high school. The results of this study and their interpretation are presented in this article : The time savings, presentation of the values and more accurate results, make less effort to achieve its objectives.Keywords: CAEx, Experience,obstacle,Moroccan high school,teacher trainee/holder.
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Iglina, Nataliia A., and Ramazan A. Nabiev. "Innovative approach to organization and payment of work of teaching staff at higher school." Vestnik of Astrakhan State Technical University. Series: Economics 2021, no. 1 (March 31, 2021): 75–83. http://dx.doi.org/10.24143/2073-5537-2021-1-75-83.
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The article deals with the problem of a sharp increase in the workload of scientific and pedagogical staff (SPS) of higher educational institutions, which has worsened under the COVID-19 pandemic. The analysis of the main reasons for the growing workload has been carried out (the need to develop e-learning courses and replace colleagues due to the increased morbidity), as well as the possible negative impact of this factor on the higher education system. The assessment of the increasing volume of educational and methodological work during the transition to a combination of traditional and distance education technologies is carried out. Based on the analysis of the standard procedure for rationing the work of scientific and pedagogical staff, which is widespread in the Russian universities, the proposals for creating the innovative system of organization and remuneration of teachers are developed. The system is based on the differentiation of the categories of SPS, depending on the main activities performed (educational, research, methodological, etc.) into three sub-categories: SPE of the specialized department, SPE of the academic department, and SPE of a professional organization. There is proposed a matrix distribution of official salaries, depending on the SPE subcategory and qualification level. The teacher's salary consists of a fixed official salary and a flexible system of allowances based on the use of weight coefficients that are changed in accordance with the priority directions of the educational organization's development strategy. The proposed system can be adapted to the changing requirements of the labor market and education legislation and motivate the teachers to self-development, to using innovative educational technologies and research activities, and at the same time can retain all state guarantees for remuneration.
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Babich, Viacheslav. "Some Aspects of Professional Training of Future Teachers of Physical Culture for the Formation of Social Health of Primary School Students." Bulletin of Luhansk Taras Shevchenko National University 1, no. 1 (339) (2021): 42–51. http://dx.doi.org/10.12958/2227-2844-2021-1(339)-1-42-51.
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The article is devoted to the problem of professional training of future physical education teachers to the formation of social health of primary school students. It is noted, that today the concept of «social health of primary school students» remains almost unexplored, needs to develop the content and structure of social health of students of this age period. It is revealed, that the formation of social health involves the mastery of the student's knowledge, skills and necessary experiencein the context of interaction with the micro-, meso- and macro-environment, leading a healthy lifestyle, etc. It is noted, that the formation of social health should begin with the first grades in general secondary education. Significant potentialin the above contexthas an educational subject «Physical culture». It is emphasized, that at present the modernization of the process of training future physical education teachers is a particularly important problem, in particular on the mastery of the latter necessary arsenal, knowledge, skills, abilities and the minimum necessary in the context of the formation of social health of primary school students. It is determined that in the conditions of education reform there is an urgent need to develop pedagogical conditions for professional training of future physical education teachers for the formation of social health of primary school students, correction of the content of professional disciplines, as well as improving the forms, methods and technologies of training future physical education teachers in the above context.
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Honcharuk, Valentyna, Oksana Gomotiuk, Lidia Pletenytska, Valentyna Zvozdetska, Nadiya Lanchukovska, Oksana Khapina, Anatoliy Chyzh, and Iryna Maksymchuk. "The program of pedagogical practice in the context of mastering the basics of pedagogical communication." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 5(125) (September 27, 2020): 43–49. http://dx.doi.org/10.31392/npu-nc.series15.2020.5(125).07.
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We aimed to develop pedagogical techniques among students, improve their pedagogical abilities as important components of pedagogical excellence during practical classes in the educational disciplines “Introduction into the specialty”, “Culture of professional speech and communication”, “Pedagogy”, “The content and types of professional activities in the field of physical culture and sports”, in particular: organizational, creative, perceptual abilities, emotional stabilit y, optimistic forecasting, For future physical culture teachers to learn how to introspect their skills in pedagogical interaction, we proposed such topics for creative reflection: “My pedagogical culture”, “Pedagogy: science or art”, „My memories of my favorite teacher”, “Physical culture teacher of the future” etc. The inclusion of students in personally oriented activities through the use of the latest educational technologies and the introduction of a special course in the educational process “Fundamentals for the development of pedagogical skills of future physical education teachers” made it possible to reveal the potential of each future teacher of physical education. The comprehensive observance of the above-mentioned pedagogical conditions ensured the effectiveness of the pedagogical skills development of future physical education teachers in the process of training.
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Vashetina, Oksana, Elena Asafova, Balwinder Kaur, Balwant Singh, Parveen Sharma, Martha Maria Prata-Linhares, Vania Maria de Oliveira Vieira, Maria Alzira de Almeida Pimenta, Marilene Ribeiro Resende, and Tatiana Sibgatullina. "Professional Development of Teachers and Future Teachers: Factors and Challenges." Education & Self Development 17, no. 3 (September 30, 2022): 100–117. http://dx.doi.org/10.26907/esd.17.3.09.
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The article discusses the features of professional development and self-development of teachers and students of pedagogical educational institutions in Russia, India, Brazil. Russian researchers analyze the influence of activity of future teachers in digital environment on their professional development and self-development, as well as the relationship of professional development with students' self-determination, namely, goal setting. Empirically, the relationship between the digital activity of students of the pedagogical magistracy and the desire for professional self-development was revealed, which, in turn, depends on the severity of the goals and their orientation on obtaining a teaching profession. The study of Indian scientists is aimed at studying the quality of life of teachers on the effectiveness of professional development. It was found that the majority of Indian teachers has a low level of professional development. Factors that negatively affect the level of professional development were identified, namely: low financial status, unfavorable family environment, physical and psychological well-being, job security. Researchers also consider reasons for professional development, including lack of time, lack of accountability for professional development activities etc. The Brazilian study examines the features of social perceptions of teachers about teacher education and their professional development. The authors depicted social perceptions of teachers about teacher education based on four categories: planning, didactic procedures; assessment and teacher-student relationship. The article also provides recommendations for the successful application of pedagogical practice and the creation of an environment for the teachers’ professional development, taking into account the results of all three blocks by countries participating in this study.
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V. M., Pylypenko, Pedorych A. V., and Honchar V. V. "Methodology of education of independence in cadet and student’s youth by means of physical training." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 1, no. 6 (July 2, 2021): 112–21. http://dx.doi.org/10.32755/sjeducation.2021.01.112.
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The scientific article is devoted to an urgent problem – education of independence of cadets and students by means of physical culture. The article reveals the methodology of upbringing the independence of cadet and student’s youth by means of physical culture, it presupposes a combination of effective content, forms and methods, the implementation of appropriate organizational and pedagogical conditions. The following forms were used: individual, team and group activities, independent work, sectional classes, etc. The most effective methods of educating the independence of cadet and student’s youth by means of physical culture are determined, which are: persuasion, competition, creation of a situation of success, encouragement, instructions. In addition, it was found that the effectiveness of the methodology depended on the teachers’ observance of such factors as: formed in cadets and students a desire to increase the level of knowledge about independence and physical culture as a means of self-development; created the prerequisites under which students showed volitional qualities and the ability to independently find solutions; formed students’ ability to perform motivated actions and at the same time achieved the successful implementation of their decisions; implemented a gender approach; optimized sports and game activities based on the use of modern educational technologies, etc. The technological component of the methods of educating the independence of cadet and students’ in the process of physical education classes also consisted of the developed organizational and pedagogical conditions: scientific and methodological support of teachers-trainers to educate the independence of cadet students in the process of physical culture; application of effective content, forms, types and methods of educational work for the purpose of formation in cadet-student youth of motivation to physical education; involvement of cadet and student’s youth in the organization and holding of competitions of different levels. Key words: methodology, education of independence, cadet and student’s youth, physical education.
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Shangguan, Lai, Shu Chen, and Lei Cao. "Research on the Current Situation, Causes, and Countermeasures of Primary School Physical Education Teachers’ Health Literacy." Journal of Healthcare Engineering 2022 (March 29, 2022): 1–6. http://dx.doi.org/10.1155/2022/7851028.
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Under the background of healthy China, health education has been brought into the national education system. To improve the health literacy level of PE normal students in primary schools, this study studies the health literacy status of PE normal students in the “six-year junior middle school starting point system” using the methods of literature review, questionnaire survey, mathematical statistics, and so on. The results show that the health literacy level of “six-year junior high school starting point” PE normal students is close to that of national college students, but the health literacy is overall low. The success rate of health literacy of six-year physical education normal students from high to low is health skills, health knowledge, healthy lifestyle, and behavior; six-year physical education normal students have a high level of health skills, but a low level of healthy lifestyle and behavior. Countermeasures are put forward: optimizing the curriculum structure and strengthening health education; paying attention to health literacy and improving learning awareness; cultivating health awareness; maintaining the law of life, etc.
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Tsibanyuk, O., and Yu Kurnyshev. "Features of postgraduate pedagogical education in Bukovina (physical education) of the first half of the twentieth century." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 12(120) (December 25, 2019): 113–17. http://dx.doi.org/10.31392/npu-nc.series15.2019.12(120)19.23.
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Features of postgraduate pedagogical education of Bukovina in the field of physical education of the first half of the twentieth century. The need for highly qualified personnel both for the education system and for public organizations of the physical and sports orientation operating on the territory of the region became formed. In addition, a powerful system of legislative regulation for the training of specialists in the field of physical culture and sports, including gymnastics teachers, was created.
Community societies that have worked productively in the region also needed professional staff. It was their lack that forced public activists to organize various forms of training of gymnastics teachers, general physical training instructors, fire-sich. In the capital of the region systematically held "gymnastics-fire" courses, in the popularization of which actively participated Bukovina press. But unification of all forms of professional development into a single state system, registration of the institution concerned and systematic activity became possible only in the 1940s.
The author distinguishes forms of advanced training of the studied period: studying of advanced pedagogical experience, attending lessons, methodical recommendations, competitions, sports competitions. In the early 50's of the twentieth century. considerable attention was paid to physical education and military training: systematic Olympiads, competitions and expeditions, various sports competitions, military sports games, etc. were systematically conducted. In order to study the status of teaching subjects, Methodists of the Institute, along with lessons in Ukrainian language and literature, history, mathematics and geography, chemistry and biology, attended lessons and extracurricular activities in military training in 4 schools, physical education ‒ in 4 institutions, music ‒ in 4 institutions, music educational institutions.
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Bădicu, G. "Teaching Methods Used in Primary Education for Making Physical Education Class More Effective." Teorìâ ta Metodika Fìzičnogo Vihovannâ 18, no. 2 (June 23, 2018): 86–92. http://dx.doi.org/10.17309/tmfv.2018.2.05.
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The objective is to demonstrate the importance of games that involve movement and of applicative pathways planning for making the class of physical education and sports in primary education more effective. Materials and methods. The participants in the research were 52 pupils (males: n=28 and females: n=24). The experiment was carried out between November 2016 and May 2017, at Andrei Mureşanu High School in Brasov county. In order to optimize physical education classes, we used dynamic games and applicative pathways throughout the research and within the instructive and educational process. Results. The average of the results of the final tests highlighted statistically significant differences compared to the initial test, for all students taking part in the experiment, with a materiality threshold of p<0.05. Conclusions. The experiment showed that the final scores achieved by the experimental group were much higher compared to the initial test. The use of movement games and applicative pathways led to an increased attractiveness of physical education classes, as the pupils took more pleasure in taking part in the teaching process. During the physical education class, teachers should use as many dynamic games as possible, as well as applicative pathways, routes etc., taking into account the positive effects that these factors have on the attractiveness of the teaching process. It is also important to take into consideration children’s physical and psychological characteristics when organizing these activities.
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Babur, Muhammad Naveed, and Muhammad Ehab Azim. "COVID-19 AND PHYSICAL THERAPY EDUCATION IN PAKISTAN: TRANSITION FROM TRADITIONAL TO DIGITAL EDUCATION." Pakistan Journal of Rehabilitation 11, no. 1 (January 3, 2022): 1–2. http://dx.doi.org/10.36283/pjr.zu.11.1/001.
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At the end of the year 2019, a pandemic of COVID 19 unexpectedly emerged in the Wuhan city of China, rapidly spreading across the country and eventually the globe. To mitigate the effect of viral spread resulting in a high transmission rate and increase the load on the healthcare sector governments were forced to impose lockdowns to flatten the curve of COVID 19. In addition, SOPs including mandatory mask, social distancing, thermal check, and frequent sanitizer use was advocated. Similarly following WHO guidance Pakistan also imposed a lockdown resulting in the closure of educational institutes and offices etc. The conventional lecture-based educational system in crowded lecture halls might have facilitated viral transmission so initially the institutes followed the same trend of closure of institutes stopping all educational activities. This created a huge pause in the educational activities in all fields of health sciences including physical therapy education as well1. Due to the uncertain future direction of education activities, the continuous closure of educational institutes caused unrest not only among students but also in faculties of institutes in Pakistan2. To mitigate these educational crises resulting from pandemic and lockdowns, the institutes entailed a change in the educational system from traditional class lecture-based to an online virtual educational system. Considering the complex nature of Physical therapy education including all aspects of teaching such as theoretical, practical, and research work3; shifting to virtual learning and teaching was a big challenge for the students as well as teachers. A low-middle-income country like Pakistan significantly lacked infrastructure and technical support aspects in universities and households to facilitate a virtual education. Few of these included lack of internet access, inadequate bandwidth, limited IT support facilities in universities, the expertise of faculties related to online portals and lack of students’ responsiveness, etc.1. Furthermore, issues of electricity and power failures resulted in additional difficulties. Moreover, because majority of the population of Pakistan lives in peripheral areas of the country, these problems increased manyfold hindering physical therapy education. The missing component of the need for hands-on practice, one on one supervised interaction between student and patient for effective learning in physical therapy education was another missing factor in online education that required consideration.
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Suleman, Qaiser, Ishtiaq Hussain, and Sarfraz Ahmad. "Identification of the Problems Faced by Secondary School Teachers in District Karak (Pakistan)." International Journal of Learning and Development 2, no. 5 (November 3, 2012): 324. http://dx.doi.org/10.5296/ijld.v2i5.2627.
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Teachers possess the most important and critical position in the entire education system. Successful and effective teaching learning process depends upon the quality of a teacher. The purpose of this research study was to identify the problems which affect the performance of secondary school teachers. The objectives of the study were: (a) to identify the problems faced by male and female secondary school teachers in District Karak (b) to make workable recommendations to enhance the performance of male and female secondary school teachers. All the male and female secondary school teachers in District Karak, Khyber Pakhtunkhwa (Pakistan) constituted the population of the study. The study was delimited to only 60 female and 80 male Govt. High Schools. In order to ensure adequate representation of the population, only 120 female and 160 male secondary school teachers were selected as sample randomly. The study was descriptive type and the researchers designed a questionnaire on five likert rating scale for the collection of data. Pilot testing was conducted to remove the misconceptions, ambiguities and weakness of the questions in the questionnaire. After pilot testing the questionnaire was revised and its final version was prepared in the light of suggestions given by the experts. In order to collect data, the researchers personally visited to the respective participants and distributed questionnaires among them and data was collected. Then it was organized, tabulated and analyzed. For the statisitcal analysis of the data, the percentage, means, standard deviations, and differences of means were computed for each male and female SSTs. Significance of difference between the mean opinions of both the male and females SSTs were tested at 0.05 level by applying t-test. After statistical analysis of the data, the researchers arrived at the conclusions that there are various problems which negatively affect the performance of secondary school teachers. These problems are: unattractive pay package; lack of basic facilities; overcrowded classes; misbehaviors of students; financial crises of teachers; overwork load; long distance to school; autocratic environment inside school etc. In the light of the findings and conclusions, it is recommended that teachers should be given attractive salaries and pay scale. Educational facilities should be provided to them. Heads of the institutions should be democratic minded and adopted the principles of equality. KEYWORDS: Identification, problems, secondary school teachers, secondary school level
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Ivanova, V. "THE PLAY MOTOR ACTIVITY IN THE PRIMARY SCHOOL - IMPLEMENTATION AND PROBLEMS." Trakia Journal of Sciences 18, Suppl.1 (2020): 758–63. http://dx.doi.org/10.15547/tjs.2020.s.01.122.
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PURPOSE: The research is provoked by the problems that accompany the implementation of play activities in the forms of motor training in primary school. METHODS: A survey is conducted among teachers teaching the subject "Physical Education and Sports" in I - IV grade. RESULTS: The analysis of the answers of the respondents reveals negatives that hinder the effective pedagogical process. CONCLUSIONS: The following problems are pointed out as the most significant: the insufficient number or technical malfunction of the sports equipment, tools, equipment; limited working space - both outdoors and indoors; the lack of clear guidelines and specific guidelines for planning and implementation of educational content in physical education, including games, especially - sports; unclear criteria and standards for assessing the success and progress of students in the game activities; the lack of guidelines for working with students with special educational needs or health problems; insufficient proposed forms, such as seminars, training courses, etc. to acquaint the primary teachers with novelties in the educational process in Physical Education and Sport.
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Malenko, О. "The problems of job-oriented foreign language teaching in training of students in physical education and sports." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 4(124) (September 4, 2020): 55–58. http://dx.doi.org/10.31392/npu-nc.series15.2020.4(124).11.
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The article deals with the problems of optimizing the teaching of English to students of physical education and sports, using communication techniques, information and communication technologies. The article deals with the main factors of vocational training including the necessity of formation of communicative competences, the priority of sports topics, enhancing students’ motivation for studying, mastering professional vocabulary etc. The ways and methods of foreign language teaching to athletes are also the matters which are mentioned in the article. They encompass using professional literature, topical Internet sites and blogs, radio podcasts and TV programs, teaching grammar on the basis of sports vocabulary. A great deal of attention is paid to electronic services in the educational process. The platforms such as Quizlet, LearningApps, Moodle, Socrative enable students to master new topics individually, do interactive tests, improve their knowledge by playing vocabulary games. The services also provide teachers with possibilities to do assessment and control. The article highlights a number of problems in the area of teaching English to students of physical education and sports, which are the following: loss of interest in studying, lack of teaching hours, lack of sports oriented authentic teaching courses, the excessive length of training etc.
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Siddiqui, Nadia, and Sadia Shaukat. "Teacher Mobility in Punjab, Pakistan: Stayers and Movers within the Public and Private Schools." Education Sciences 11, no. 7 (July 16, 2021): 358. http://dx.doi.org/10.3390/educsci11070358.
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Understanding the determinants of teacher mobility is important in order to implement effective policies for the recruitment, retention, and fair allocation of teachers. The teacher transfer policy implemented in Punjab, Pakistan, is intended to address corruption and a fair allocation of teachers in public schools. However, the policy has implications for teacher mobility. This paper presents survey findings on teacher mobility patterns in public schools in Punjab, Pakistan, examining the extent and determinants of mobility in comparison with teachers in private schools. In the survey, 1002 in-service teachers participated, and 46% reported changing school at least once during their teaching career. The findings show that teachers who changed schools in their early career, with an average of two years of teaching experience, gained higher salary benefits by changing schools compared to experienced teachers, with an average of 14 years of teaching experience, who never changed schools. In comparison with early career teachers, experienced teachers who never changed school had lower salaries but higher satisfaction with life in general and with the school as their workplace. The most common reasons for changing school were lack of teaching resources, difficulty in commuting to school, unmanageable student–teacher ratio, and no chance of promotion in their teaching career. Teacher mobility was slightly higher in public schools compared to private schools, despite implementation of a merit-based transfer policy. A binary logistic regression model was constructed with the outcome of teacher mobility (or not), with a base figure of 54%. By adding gender, marital status, school type, length of teaching experience, and teachers’ satisfaction, the model increased correct predictions to 62%. Teacher salary and teaching workload did not explain any variation in the model. These findings have implications for teacher transfer policy in public schools and lessons for private schools to retain teachers by offering longer contracts and reliable pension schemes. Policymakers must consider facilitating teachers’ satisfaction with their workplace, particularly by making public schools in rural areas attractive places for the retention of teachers in early career phases.
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Nikolić, Miloš. "SOME OF THE POSSIBILITIES OF CONNECTING PHYSICAL EDUCATION WITH OTHER EDUCATIONAL AUTHORITIES." Knowledge International Journal 31, no. 2 (June 5, 2019): 597–600. http://dx.doi.org/10.35120/kij3102597n.
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Physical education of children in pre-school age through numerous activities (classes, walks, excursions, morning exercises, etc.) provides ideal opportunities for connecting, or as we say more recently - interlacing with other educational areas from the program of preschool education, such as: development speech, initial mathematical concepts, acquaintance with the environment, music education, artistic education. Since children love physical activity, especially the game, there is a possibility that many program tasks of preschool education can often be realized on more interesting, more attractive and the most acceptable way for the youngest.In particular, using a moving game Swap a house in which children on teachers counting 1, 2, 3! should change their places, where we have the realization of two areas: physical education - initial mathematical concepts (running in the game and telling numbers), or, for example, the use of fairy tales Magic Fluff where children, acquainting themselves with the text of the stories, carry out physical movements with adequate text (development of speech - Physical Education). Similar relations can be achieved with other educational areas, so in the following text we will look at some of the possibilities in certain areas.
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Kuhn, Ann, Hannah Thompson, Colin Webster, Charlene Burgeson, Jamie Chriqui, Tevin Okutoyi, and Erin Hager. "Physical education teachers’ perceived effectiveness in association with student attendance, teacher adaptability, external educational supports, and teaching format during the COVID-19 pandemic." Journal of Healthy Eating and Active Living 2, no. 3 (December 23, 2022): 97–112. http://dx.doi.org/10.51250/jheal.v2i3.50.
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Spring 2020 pandemic-control policies included an abrupt shift to remote teaching, which may have affected physical education (PE) teachers’ perceived effectiveness. This study examines PE teachers’ perceived effectiveness in association with student attendance, teacher adaptability, PE supports, teaching format (in-person, remote synchronous, remote asynchronous, etc.), and teacher- and school-level demographics at three time points (before the pandemic, Spring 2020, and the 2020-2021 school year). An electronic survey was developed by an expert panel and distributed to U.S. public school PE teachers (convenience sampling via school health-related organizations). For analyses, teacher perceived effectiveness was dichotomized (very/extremely effective= “1”; not at all/slightly/moderately effective= “0”). Logistic regression models assessed associations between perceived effectiveness and independent variables (student attendance, teacher adaptability, PE supports, teaching format, and demographic variables) at each time point. Respondents (n=134; M age=46) were mostly female (62%), general PE teachers (82%, versus adapted), had a graduate degree (66%), had 0-10 years of teaching experience (37%), and were from 26 states. Perception of being very/extremely effective was highest before the pandemic (93%), lowest in Spring 2020 (12%), and recovered somewhat in 2020-2021 (45%). During the 2020-2021 school year, teachers had greater odds of perceiving they were more effective if they reported having higher student attendance (OR 1.06 [CI:1.02-1.09], p>.001) and higher adaptability (OR 1.22 [CI: 1.09-1.37], p>.001), adjusting for gender, education level, years of experience, school type, and title I status. Professional development opportunities are needed for remote teaching of PE to enhance teachers’ adaptability and perceived effectiveness during potential future school closures.
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Turchyk, Іryna, and Olha Kravchenko. "Models of physical education in US school education (late XX - early XXI century)." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 10(141) (October 25, 2021): 124–27. http://dx.doi.org/10.31392/npu-nc.series15.2021.10(141).27.
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For Ukrainian pedagogy, it is important to analyze the experience of ways to implement the task in US physical education practice, in which sport is one of the integrative means of forming students' universal, social and personal values, and not only a means of increasing motor activity. The purpose - a comprehensive analysis of models of physical education popular in US schools (late XX - early XXI century.)During 1991-2020, the system of physical education and sports in the United States was transformed in the direction of expanding the opportunities for the formation of important universal values in students. There are many well-developed educational models in the country, which are aimed at increasing both physical and technical fitness, students' awareness of the importance of physical activity for health, and the formation of other values (teamwork, leadership, honesty, self-control, etc.). Widespread in the specified period were such models of education as:Teaching Physical and Social Responsibility Through Physical Activity – TPSR, Teaching Games for the Understanding, Sports, Play, and Active Recreation for Kids – SPARK.
The main goal of the Teaching Physical and Social Responsibility Through Physical Activity - TPSR model is to help adolescents control themselves using the active environment that arises during sports, be responsible for their actions and support others.The main conceptual provisions of the Teaching Games for the Understanding model are learning games through the game; formation of informed performers; the importance of each participant in the game; taking into account the level of skill development and challenges facing participants.The goal of the Sports, Play and Active Recreation for Kids model is to improve the health of children and adolescents by engaging them in physical activity and using special nutrition programs. The program enables teachers to constantly improve, systematically supports them with information, and provides the necessary equipment.
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Borisov, Alexandr Yakovlevich. "Development of prospective teachers’ readiness to familiarize schoolchildren with the values of physical culture while studying «Pedagogy»." Samara Journal of Science 7, no. 1 (March 1, 2018): 238–43. http://dx.doi.org/10.17816/snv201871302.
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The paper considers the urgency of solving the problem connected with the development of prospective teachers readiness to introduce schoolchildren to the values of physical culture in the context of preserving man as a social being and as a biological species. The values of physical culture are considered as a prerequisite for achieving a harmonious combination of bodily and spiritual principles in a person, as a condition for the full-fledged existence of a schoolboy, a student. Specific values of physical culture are singled out: human motor activity, human life, health, healthy lifestyle, culture, perseverance in achieving the goal, moral perfection, self-realization, etc. The author presents a structure of prospective teachers readiness to familiarize schoolchildren with the values of physical culture, including cognitive motivational-value and activity components. Opportunities of Pedagogy for the development of prospective teachers readiness to introduce students to the values of physical culture in theoretical and practical aspects are revealed. The theoretical aspect is the allocation of physical culture values at the scientific material level of Pedagogy sections (section Introduction to pedagogical activity - the values human life, culture, persistence in achieving the goal, self-determination, self-organization and others, section Solving professional problems - the values of health, healthy lifestyle, perseverance in achieving the goal, prestige of physical culture and sports, freedom, justice, etc.). The practical aspect is examples of development of prospective teachers readiness to introduce schoolchildren to the values of physical culture during lecture and seminar classes in the sections Solving professional problems and History of pedagogical thought in Russia and abroad. The conclusion is that the values mastered by the students will become the reference points for the education of the schoolchild who responsibly relate to their own health and the health of the surrounding people.
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DANYSKO, O., O. KORNOSENKO, and V. BONDARENKO. "WEBQUEST AS A MEANS OF TOOLOF FUTURE PHYSICAL EDUCATION TEACHERS TO THE CONDITIONS OF BLENDED LEARNING." Pedagogical Sciences, no. 78 (December 29, 2021): 62–71. http://dx.doi.org/10.33989/2524-2474.2021.78.249813.
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The urgency of investigation lies in the urgent need to diversify models of higher education taking into account current modern trends and requirements, as well as the introduction of information and communication technologies in training of future physical culture teachers as flexible forms of educational process and innovative teaching means.The aim is to substantiate and experimentally test the effectiveness of web-quest as a means of preparation of future physical culture teachers to the conditions of blended learning. The object of the study was the 45 first-year students at speciality 014.11 Secondary Education (Physical Culture) of the first level of higher education. At the ascertaining stage it was found that 74.2% of respondents are familiar with the essence of blended learning, but only 38.7% have experience of such learning, it was discovered the insufficient skills of content search and analysis of information from the Internet (48.4%), project (16.1%) and problem-research (13%) training. At the formative stage, the obligatory discipline «History of Physical Culture» included a web-quest «Olympionic», which was to help to gain experience using various Web 2.0 services (video, multimedia, geoservices etc.). The effectiveness of the formative influence of the web-quest was ensured by the use of special methods: encouragement, support, gamification, competition, reflective analysis. The didactic possibilities of the web-quests lie in developing of students’ research skills, forming of stable cognitive interest and positive attitude to future professional activities, improving the ability to use educational information resources and services in order to build and self-control of their own educational trajectory.The effectiveness of the web-quest as a means of adaptation of future physical culture teachers to the conditions of blended learning has been experimentally proved, it was discovered the improvement of the skills of using interactive exercises, problem-research and project training, content search and analysis of information from the Internet, online testing.