Статті в журналах: "Training of future Physical Training teachers"

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Сікора, В. В. "ІНТЕРАКТИВНА КОМПЕТЕНТНІСТЬ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ: ПЕДАГОГІЧНІ УМОВИ ЇЇ ФОРМУВАННЯ". Теорія та методика навчання та виховання, № 47 (2019): 113–22. http://dx.doi.org/10.34142/23128046.2019.47.10.

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Анотація:

The manuscript analyzes the actual problem of defining pedagogical conditions when forming interactive competence in the training process of future teachers of physical training. The purpose of the research is to substantiate one of the pedagogical conditions for forming interactive competence of a future teacher of physical training. The tasks of the research are to investigate the pedagogical condition of forming interactive competence of a future teacher; to outline the ways of its implementation. To achieve the goal, to solve the outlined tasks of the research we used the general scientific theoretical methods: analysis, synthesis and systematization of the authors’ manuscripts on the research problem of learning teachers of physical training; logical and systemic, problem-oriented, comparative analysis with the purpose of theoretical substantiation of one of the pedagogical conditions of forming interactive competence of a future teacher of physical training. The results of the research are the formulation and justification of one of the pedagogical conditions for forming interactive competence of future teachers of physical training in the learning process. This pedagogical condition is the introduction of interactive tactics and training strategies aimed at forming interactive competence of a future teacher of physical training. It is ensured by the implementation of the spectrum of interactive roles for a future teacher (checker, director, manager, facilitator, advisor, speaker, moderator, trainer, coordinator); as well as by the introduction of interactive teaching styles (teacher’s style, content style, student’s style, interactive, educational and personal styles). It is ensured by collaboration and partnership between teachers and students, taking into account interactive teaching methods. We conclude that the research emphasizes the need to move from traditional to interactive learning, updating teaching tactics and strategies, interactive roles, styles, methods with students at Universities.

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Khasanova, Rezeda. "Features of psychological adaptation of training future teachers of Physical Culture." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (June 28, 2017): 573–83. http://dx.doi.org/10.18844/gjhss.v3i1.1822.

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Ergashovich, Sattorov Anvar, and Fatullaev Azizjon Nasullaevich. "Professional training of future teachers of physical education." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 11 (2020): 510–14. http://dx.doi.org/10.5958/2249-7137.2020.01414.7.

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Maksymchuk, Borys, Roman Gurevych, Tetiana Matviichuk, Oleksii Surovov, Nataliya Stepanchenko, Nadiia Opushko, Andrii Sitovskyi, et al. "Training Future Teachers to Organize School Sport." Revista Romaneasca pentru Educatie Multidimensionala 12, no. 4 (2020): 310–27. http://dx.doi.org/10.18662/rrem/12.4/347.

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Анотація:

Nowadays, sport gives more consistent results than in the past. Therefore, it is important to use sports achievements in physical education of pupils and students in order to increase physical potential of the mankind. The research aims to theoretically justify and experimentally verify a pedagogical technology of training future teachers to organize school sport. Physical training can be considered effective if a relevant technology has been introduced. This technology should consist of the following pedagogical conditions: applying sports and physical education; conducting workshops (practice-oriented training); strengthening joint efforts of subject lecturers; organizing active forms of research activities; conducting systematic monitoring and evaluation; providing lecturers and students with educational and methodological literature. Methods: pedagogical observation, modelling, interviewing, diagnostic interviews, questionnaires, expert evaluation; pedagogical experiment; methods of mathematical statistics. Three experimental groups (56, 30, 27 respondents) and three control groups (55, 30, 29 respondents) were formed. The overall results obtained from control and experimental groups during the formative experiment show positive dynamics of changes in experimental groups. The formulated conclusions verify the research hypothesis that the proposed technology can significantly increase readiness of future teachers to organize school sport provided it has been introduced into practical activities of higher education institutions.

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Похоруков, Олег, Oleg Pokhorukov, Екатерина Похорукова, and Ekaterina Pokhorukova. "PEDAGOGICAL CONSTRUCTS AND PEDAGOGICAL CONDITIONS FOR PREPARING THE FUTURE TEACHER OF PHYSICAL TRAINING FOR THE PHYSICAL ACTIVITY AND THE SELF-DEVELOPMENT OF THEIR STUDENTS." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2017, no. 3 (October 25, 2017): 35–42. http://dx.doi.org/10.21603/2542-1840-2017-3-35-42.

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The article describes the possibility of providing pedagogical conditions to involve the future PE teachers into the system of multicultural relations. This system determines the quality of physical culture and self-development of the learner in models and means of self-expression and self-realization, cooperation and socialization. Specific features of professional training and organization of practice in obtaining professional skills and experience of professional activity determine the process and the content of the process of shaping the teacher's personality, which will enable them to independently solve the developmental tasks for their future students. Pedagogical conditions for the preparation of the PE teacher for physical training and self-development of their future students depends on the successful solution of the following tasks: personified use of the foundations of pedagogical modeling and constructs of pedagogical activity in vocational training. The paper features the concept of "pedagogical conditions of preparation of the future PE teacher for the physical training and self-development of their students". It stresses the possibility of personified solution of the task in the structure of continuous professional education of teachers.

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Utegenov, E., A. Kurakbaeva, and A. Baigaliev. "PREPARATION OF FUTURE TEACHERS OF PHYSICAL CULTURE FOR PROFESSIONAL ACTIVITY." BULLETIN Series of Pedagogical Sciences 65, no. 1 (March 30, 2020): 243–48. http://dx.doi.org/10.51889/2020-1.1728-5496.44.

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The article in the preparation of teachers of physical culture in the Republic of Kazakhstan Law "About the status of a teacher" the modern direction in accordance with the rights and responsibilities of the teacher and examines the complex dynamic system of pedagogical training of the expert in physical culture, its efficiency lies in the General patterns of pedagogical process and the many factors that reflect its based on control. Physical education teachers have a lot of questions that they need to know so that they can use them in their daily work. To this end, the proposed article reveals the work on physical education, physical educationlessons, requirements for teaching methods, features of the organization of classes, how to improve its effectiveness, requirements for the level of training of teachers and problems. A future teacher of physical culture, who in his activity gives the opportunity to possess the appropriate professional competencies, ensure the quality of training and education, and improve his professional skills.

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Moseichuk, Yu Yu, and Yu A. Kurnyshev. "PEDAGOGICAL CONDITIONS OF ADAPTATION OF FUTURE PHYSICAL TRAINING TEACHERS." Innovate Pedagogy 4, no. 22 (2020): 150–53. http://dx.doi.org/10.32843/2663-6085/2020/22-4.30.

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Konovalska, Lyudmila. "The axiological and cultural-logical approaches to the professional training of future teachers of physical training for the physical-cultural-healing work at the high school." Scientific papers of Berdiansk State Pedagogical University. Series: Pedagogical sciences 1, no. 1 (April 27, 2018): 152–58. http://dx.doi.org/10.31494/2412-9208-2018-1-1-152-158.

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BUHAIENKO, T. V. "FORMATION OF INDIVIDUAL STYLE OF FUTURE TEACHERS PROFESSIONAL ACTIVITY: PEDAGOGICAL SITUATIONS SIMULATION." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (December 30, 2021): 36–45. http://dx.doi.org/10.31494/2412-9208-2021-1-3-36-45.

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Анотація:

The article outlines the current problems of professional training of future physical education teachers in universities. It is noted that their professional training acquires special significance in the current conditions of socio-economic and socio-cultural transformations in the country and the world. The system of professional training of future teachers of this profile requires updating the content, finding additional methods, forms, and means of teaching that will contribute to the formation of their individual style of professional activity. Such needs are due to changes in the pedagogical field, updating the requirements for physical education teachers, presented in official government documents. It has been proven that modelling is an effective teaching method. Its importance in the process of professional training of future physical education teachers is emphasized. The purpose of such training is not only the acquisition of the necessary amount of theoretical knowledge but also the formation of future teachers' individual style of professional activity as an effective means of adaptation and self-realization in the realities of a modern school. The article summarizes the data of theoretical analysis of pedagogical and scientific-methodical literature on the modelling of pedagogical situations. The essence of modelling as an important factor in the formation of the individual style of professional activity of the future teacher is analysed. It is proved that pedagogical situations should be used in lectures, seminars, and practical classes, especially before preparation for pedagogical practice. It is determined that effective methods of solving pedagogical situations are role-playing games, discussions with the analysis of specific situations, which deepen the knowledge of the discussed problem, activate the creative potential of future teachers. It is concluded that modelling is an important prerequisite and means of effective formation of individual style of professional activity of future physical education teachers in higher education institutions. The approaches of different authors to the peculiarities of modelling different pedagogical situations and their impact on the professional development of future teachers are summarized. Key words: model, modelling, individual style of professional activity, pedagogical situations, physical education teacher.

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Dоmina, Viktoriia, Natalia Gutareva, and Julia Sedova. "Formation of Professional Competencies in Future Teachers of Physical Education in the Conditions of Interactive Interaction." Bulletin of Luhansk Taras Shevchenko National University, no. 7 (338) (2020): 133–40. http://dx.doi.org/10.12958/2227-2844-2020-7(338)-133-140.

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The dynamics of development of the modern world causes progressive changes in education, reflecting the creative search for the most effective forms of organization and technology of learning. Recent studies outline the strategy of practical constructions, involving the education system in the development of the value-semantic sphere of personality on a pedagogical basis. In the offered article the authors consider actual problems of formation of professional competence which is considered as the integrated property of the person possessing a complex of professionally significant for the future teacher of physical culture qualities. The study identified the concept of professional competence of the future teacher, value orientations. The classification of value orientations of the future teacher of physical education which allows to adapt more successfully masters to modern educational processes is proved. The importance of the teacher's value orientations in the modern process of forming the moral beliefs of future teachers is determined. One of the possible ways of forming professional competence in the process of training future physical education teachers through interactive interaction is presented. It is this system of training allows by determining the general laws of psychology and pedagogy, specifying their basic provisions to determine the specifics of coaching.

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Soltyk, Oleksandr. "The Peculiarities of Physical Education Teachers’ Professional Training: Foreign Experience." Comparative Professional Pedagogy 7, no. 4 (December 1, 2017): 39–44. http://dx.doi.org/10.1515/rpp-2017-0048.

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AbstractThe article deals with professional training of future teachers of physical education within the context of leading countries, namely the USA, Great Britain, China, Germany, France. The aforementioned countries are not just leaders in economical development; they are also leaders in sports. The analysis of literature resources allowed revealing a number of peculiarities, implementation of which in the process of professional training of teachers of physical education in Ukraine will have positive impact. They are reorientation of professional training, as well as future activity on health protection of students, individual physical development, skills development, big-scale implementation of health-improving systems, non-standard types of motor activity in educational process. This calls for improvement of medical knowledge, health fundamentals, disease prevention, and injury prevention. Increase of the role and duration of teaching practice and implementation of compulsory year-long training at future workplace are of great importance. Taking into account national traditions, historical experience of the development of physical culture in native land, and introduction of national types of motor activity to the curricula have positive effect. The division on two individual stages is common in professional training of teachers. The first one is primarily oriented on theoretical component of educational, while the second one emphasizes practical activity of a future teacher. Along with standardization, independence and autonomy of educational institutions in matters of professional training organization have positive effect in educational process. Governmental support, namely financing of physical training and sports and educational sphere, improvement of material and technical base, plays a key role in the process of professional training of future teacher of physical education.

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Dar, Iqbal, and Sangeeta Gupta. "EVALUATION OF IN-SERVICE TRAINING PROGRAMMERS BY PHYSICAL EDUCATION TEACHERS." International Journal of Advanced Research 9, no. 08 (August 31, 2021): 201–7. http://dx.doi.org/10.21474/ijar01/13250.

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The aim of this study is to examine the opinions of physical education teachers from both Government and private elementary and high schools on their own in-service training programmes. 1000 pyhsical education teachers in Kulgam district of Jammu Kashmir were selected for this study. The questionnaire was developed which include two parts were applied to the participants. Descriptive statistics was used for the data analysis. Analysis was performed by SPSS software. Findings, obtained during research, are as follows: There is an insufficiency in terms of providing the willing participation to the in-service training programmes. Specific attention was directed to the translation of theoretical concepts into practical and applicable tools. There is a fundamental and principal insufficiency about the timing, conditions of the place and educational materials of the inservice training programmes. There are some problems about the trainers proficiency of teaching the subjects and adult education. There is a insufficiency related to evaluation of programme and success in in-service trainings in which physical education teachers participate. As a result there seems to be an insufficient level of in-service training activities for meeting the needs and expectations of physical education teachers. The in-service teacher training programme is a successful first step in improving the expertise of PE teachers to start and develop higher quality and more motivating assessment practices. Nevertheless, in order to generate durable change within daily PE practice, follow-up training sessions or counselling methods (e.g. through communities of practice) are essential to overcome implementation barriers. Development, adjustment and future directions for assessment are discussed.

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Karasievych, Serhii, Borys Maksymchuk, Vasyl Kuzmenko, Nina Slyusarenko, Oksana Romanyshyna, Eduard Syvokhop, Olha Kolomiitseva, et al. "Training Future Physical Education Teachers for Physical and Sports Activities: Neuropedagogical Approach." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 12, no. 4 (December 20, 2021): 543–64. http://dx.doi.org/10.18662/brain/12.4/264.

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The article proves the need to create an effective system of training athletes, which is the basis for ensuring higher achievements in sports and causes a certain rise in the field of scientific and pedagogical research on the problems of sports pedagogy, physical education, and education of youth. It urges one to optimize educational conditions for training future physical education teachers for physical and sports activities based on the latest neuropedagogical and didactic requirements. The research aims to experimentally verify the newly created or updated pedagogical conditions required to train future physical education teachers for sport and physical activity at secondary schools. Research methods are as follows: modelling, observations, tests, questionnaires, pedagogical experiment, tests determining the level of physical development, the PWCno test, anthropomorphological measurements (body weight, height, chest circumference, lung capacity), heart rate, respiratory rate; methods of mathematical statistics (Student's t-test, Pearson's χ2 criterion). The experimental group consisted of 180 respondents and the control group – 189 respondents. A high level increased by 16.5%, an average level – by 24.3%; a low level decreased by 40.8%. Conclusions. It has been found that the experimental group students have higher levels of readiness for sport and physical activity at secondary schools. Moreover, the indicated differences in the levels are not coincidental and are the result of the implementation of relevant pedagogical conditions. The international relevance of the article lies in expanding the formative and diagnostic instruction tools within the updated conditions, which corresponds to innovative technological and neuropedagogical approaches to developing a physical education teacher today.

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Ivanenko, V. "The contents of oriented interdisciplinary communication in the training of future physical training teachers." Pedagogy of the formation of a creative person in higher and secondary schools 63, no. 2 (2019): 65–69. http://dx.doi.org/10.32840/1992-5786.2019.63-2.13.

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Shutov, Aleksandr Nikolaevich, and Dmitriy Mikhaylovich Pravdov. "DEVELOPMENT OF COORDINATION ABILITIES OF FUTURE TEACHERS OF PHYSICAL TRAINING IN THE TRAINING PROCESS." Sovremennye issledovaniya sotsialnykh problem, no. 10 (February 11, 2015): 109. http://dx.doi.org/10.12731/2218-7405-2014-10-12.

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Carvalho, Anderson dos Santos, Guanis de Barros Vilela Junior, Pedro Pugliesi Abdalla, Nandhara Gabriela Ferreira da Silva, Mariana Pardinho Lacerda, Aline Madia Mantovani, and Jair Rodrigues Garcia Júnior. "UMA REFLEXÃO CRÍTICA SOBRE O INÍCIO DA FORMAÇÃO DOCENTE EM EDUCAÇÃO FÍSICA." COLLOQUIUM HUMANARUM 18, no. 1 (July 5, 2021): 114–22. http://dx.doi.org/10.5747/ch.2021.v18.h513.

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The purpose of this study was to understand the teaching formation in Physical Education and its different aspects developed during initial training.Method:a bibliographical survey ofbooks andcientificarticles was carried out. For this,thekeywords“Teacher training”, “professionaltraining” and “physical education”, were used exclusively in Portuguese language.The focus of the bibliographic research was the survey of authors who discuss the thematic of teacher education in Physical Education. Results:It was identified that teaching formal higher education aims to ensure the training of teachers to work in the environment social so that they can assist students in developing their intellectual ability. Thus, training in Physical Education has the duty to subsidize theoretical and practical content to future teachers for transformative teaching during the educational process.The focus aspects during initial training are “the relationship between theory and practice "," the role of self-assessment in the teaching construct ","constant update", "beginning and path of teaching","convergence between technical and applied training". Conclusion:It is necessary during teacher training to develop an understanding of the future teachers values, such as feelings, emotions, the desire to overcome insecurity. That is, It is necessary to stimulatecritical reflection on the practice of the future physical education teacher. it is necessary to encourage the teacher to think critically to better develop the educational process.

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Chepelyuk, Anna, Roman Kushnir, and Iryna Zhukova. "The Differential Approach in Training Future Teachers of Physical Culture." Path of Science 3, no. 2 (February 21, 2017): 1.1–1.6. http://dx.doi.org/10.22178/pos.19-1.

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Pakhalchuk, N. O., and O. A. Holyuk. "Problems of physical activity in vocational training of future teachers." Physical education of students 22, no. 1 (February 27, 2018): 45. http://dx.doi.org/10.15561/20755279.2018.0107.

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Hurin, R. S., S. O. Ihnatenko, and Z. R. Mamatova. "FUTURE PHYSICAL EDUCATION TEACHERS TRAINING FOR PROJECTING HEALTH-PRESERVING ACTIVITIES." Innovate Pedagogy 1, no. 33 (2021): 46–49. http://dx.doi.org/10.32843/2663-6085/2021/33-1.10.

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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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Konovalska, Liudmyla. "Some aspects of professional training of future physical training teachers to physical and wellness work at senior school." Scientific papers of Berdiansk State Pedagogical University. Series: Pedagogical sciences 3 (December 28, 2018): 193–202. http://dx.doi.org/10.31494/2412-9208-2018-1-3-193-202.

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Ihnatenko, Suzanna. "SIMULATION AND GAME-BASED APPROACH TO TRAINING FUTURE PHYSICAL EDUCATION TEACHERS FOR PROFESSIONAL ACTIVITY." Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, no. 9 (September 20, 2018): 80–85. http://dx.doi.org/10.24195/2218-8584-2018-9-80-85.

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The article focuses on the process of training future physical education teachers for future activity on the basis of simulation teaching as a training prerequisite. The essence and significance of simulation and game-based learning in the process of future teachers’ professional training are described. The following means of simulation and game-based learning are distinguished: simulation game, business game, role-playing game, problem situations, game training; the feasibility of their usage is argued. Keywords: professional activity, simulation and game-based learning, training of students, physical education.

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Shekhavtsov, Mykhailo, Nadiia Ahtyrskaya, and Nataliia Simonenko. "Competence in the System of Professional Training of Future Physical Education Teachers." Bulletin of Luhansk Taras Shevchenko National University, no. 5 (336) (2020): 61–68. http://dx.doi.org/10.12958/2227-2844-2020-5(336)-61-68.

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Анотація:

This article reveals the state of development of the pedagogical phenomenon, carried out a theoretical analysis of the provisions of national and international educational documents, which allowed determining the purpose, objectives, content and structure of professional training of future teachers of physical education. As a result of the logical-semantic analysis of the conceptual-categorical apparatus the basic categories of research are revealed: "professional activity", "professional activity of the future teacher of physical culture", "interaction". The content analysis is carried out and the basic definitions are offered: "competence", "interactive competence".The concept of interactive competence is revealed in the research. It is interpreted as a professional integral quality of personality, which is manifested in its ability to interpersonal communication, presupposes its ability to intensify activities within intersubjective interaction and determines its readiness for continuous individual development a set of knowledge, skills, experience of tactful and equal communication under the created comfortable creative conditions of interaction. The professional training of a future physical education teacher is a complex multifaceted system, which is aimed at obtaining and developing a sufficient level of competence for productive professional activity in the process of higher education and practical activities.

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Floress, Margaret T., Shelby L. Beschta, Kari L. Meyer, and Wendy M. Reinke. "Praise Research Trends and Future Directions: Characteristics and Teacher Training." Behavioral Disorders 43, no. 1 (June 15, 2017): 227–43. http://dx.doi.org/10.1177/0198742917704648.

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Teacher praise is an effective classroom management tool. Training teachers to increase their use of praise can improve student disruptive and off-task behavior. The purpose of this article is to examine different characteristics of praise and the training methods used in the literature. Training methods with positive treatment acceptability and demonstrated impact are summarized. Results indicate that most research focuses on behavior-specific, verbal, and contingent praise delivered to individual students. Most training studies used a combination of two or more methods that most commonly included a didactic, feedback, or goal setting component. Only half of the training studies measured treatment acceptability and the majority of these ratings were positive. Most studies training teachers to use praise had positive results. More research focused on infrequently studied praise characteristics (e.g., gestures, physical, and private) and training methods (e.g., in vivo, self-monitoring, and incentives) is needed. Implications for future praise research are presented.

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BEZKOPYLNY, Oleksandr, and Olena ZAVALNYUK. "FUTURE PHYSICAL CULTURE TEACHERS’ PROFESSIONAL TRAINING QUALITY IN THE SOCIOCULTURAL DIMENSION." Cherkasy University Bulletin: Pedagogical Sciences, no. 1 (2019): 146–50. http://dx.doi.org/10.31651/2524-2660-2019-1-146-150.

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Yermakhanov, B., Е. Zorba, and O. Akman. "The importance of training future physical education teachers in the Republic of Turkey." BULLETIN Series Psychology 48, no. 3 (September 15, 2021): 161–70. http://dx.doi.org/10.51889/2021-3.2077-6861.18.

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Анотація:

This study was carried out to determine the relevant skills and qualifications of future physical education teachers in the education system of the Turkish Republic. To determine the qualifications and professional training of future teachers of the specialty "Physical Education and Sports", which form the basis of the article, a study was conducted "Teacher's Abilities" (Karacaoglu, 2008). The study involved respondents from different cities with different income and social status. These are Ankara, the capital of Turkey, Istanbul, the largest city in the world, Bayburt and Denizli with a medium economy, and Gumushane, a low-income city with a total of 408 graduates in Physical Education and Sports. The scientific article presents the results of a survey of students participating in the research. The collected data were analyzed in SPSS software, tabulated and analyzed.

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PUSEPLINA, N. "PEDAGOGICAL MODELLING IN TRAINING STUDENTS FOR EDUCATIONAL WORK." Pedagogical Sciences, no. 75-76 (December 12, 2020): 67–70. http://dx.doi.org/10.33989/2524-2474.2020.75-76.226376.

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The system of pedagogical education at the present stage of higher school development requires transformation, rethinking both the content of education and its structure and forms of organisation. The Concept of the New Ukrainian School states that there is a need for a teacher of a new formation – a coach, facilitator, tutor, moderator in the individual educational trajectory of a child. The problem of preparing future teachers for educational work deserves special attention, as their activities should solve the problem of formation of national and universal values, spiritual and moral enrichment, personal and professional determination, promotion of self-expression and self-development of pupils.The problem of modelling the professional activity of a teacher is reflected in the researches by N. Bryukhanova, N. Volkova, K. Gnezdilova, N. Korolyova, T. Pikhota, T. Pushkar, T. Smirnova, et al.; scientists V. Ananiev, A. Asmolova, O. Belova, V. Bespalko, V. Zymova, B. Krayevsky, A. Khutorsky and others were engaged in the development of modelling tools in the context of system, activity and competence approaches.Based on the scientific requirements of the theory of cognition as a methodological basis for interpretation and analysis of empirical data, we have identified the following structural components of the model of future teacher training for educational work: target, motivational, semantic, operational, control and evaluation. The target component of the model includes the purpose and principles of its practical implementation. The purpose of preparing future teachers for educational work in secondary schools is the formation of professional competence, ensuring the unity of education, training and development of the teacher’s personality in the educational environment. The main principles that ensure the realisation of the goal include the following: subjectivity, humanization, stimulation of self-education, significance, cultural relevance, systematicity, continuity, accessibility, clarity, scientificity. The motivational component is conditioned by the need to ensure the student’s interest, because it depends on the conscious purposeful independent activity of the future teacher, the effectiveness of the entire pedagogical process of formation of professional competencies. The semantic component of the model reveals the educational directions of higher education and consists in the formation of general humanitarian culture, planetary and professional pedagogical thinking, high moral consciousness, national mentality, moral, civic, aesthetic, physical, labour education of future teachers. The operational component contains the main methods, forms and means of the process of preparing future teachers for educational work. The control and evaluation component of the model reflects the result of the pedagogical process of preparing the future teacher for educational work and ensures the effective usage of acquired knowledge and skills in the educational interaction of the subjects of the educational process.To ensure the effectiveness of the model of training future teachers for educational work in secondary schools, we consider it’s necessary to create and implement organisational and pedagogical conditions: the presence of internal and external subject-to-subject relations; unity of classroom and extracurricular activities; creation of specially organized educational environment; integration of components of professional disciplines and educational content of general pedagogical disciplines.Consequently, the purposeful organisation of teacher training in a higher pedagogical educational institution for educational work in accordance with the current stage of development of society should: take into account the natural pedagogical abilities (professional orientation and selection); to promote education on the basis of national and universal values and the development of a high level of general culture; to ensure the conscious assimilation of professionally significant knowledge, the formation of pedagogical skills and mastery of pedagogical techniques based on the relationship of theory and practice; to stimulate self-education, self-actualization and selfdevelopment of the teacher’s personality.

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Kalenskyi, Andrii, Natalia Kulalaieva, Larysa Dudikova, and Valentyna Miroshnichenko. "Risk Prevention as a Part of Professional Training of Future Physical Culture Teachers." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 1 (March 16, 2021): 188–207. http://dx.doi.org/10.18662/rrem/13.1/368.

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The article describes the identification and clarification of risk prevention measures by physical culture teachers at educational institutions that are based on the methodology of personality development approach to education. The experiment included 314 students, future physical culture teachers, among them 110 girls and 204 boys aged 18 to 23. This study investigated the dynamics of the attitude towards the risk of students (by age and sex) during their stay at higher educational institutions according to a specially developed methodology that included the personal profile of G. Eisenck, the methodology "Hierarchy of Needs" modified by I. Akindinova and the questionnaire "Investigation of Preparedness for Risk » by A. Shmelev. Summarizing the study analysis results the following conclusions can be drawn: preference of risk decreases with the age; the tendency to risk is lower in more experienced future teachers than in non-experienced ones; in girls the risk aptitude is realized under more certain conditions than in boys; the risk predisposition is more pronounced in a group than acting alone and depends on group expectations. During the period of studies at higher education institutions each future physical culture teacher developed his own potential for addressing the problems associated with risk prevention, their localization, minimization and elimination.

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Shchekotylina, Natalia. "The model of training future physical culture teachers in individual work with schoolchildren under conditions of inclusion." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2019, no. 2 (127) (August 29, 2019): 114–19. http://dx.doi.org/10.24195/2617-6688-2019-2-17.

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The article deals with the problem of training future Physical Culture teachers to work within an inclusive education environment. The purpose of the study is to describe the specificity of training future Physical Culture teachers to work individually with schoolchildren within the inclusive environment of the general educational institution; to substantiate scientifically and develop a model facilitating the training of the future Physical Culture teachers in individual work with schoolchildren under conditions of inclusion. The research was carried out using the scientific methods as follows: theoretical (analysis and systematization of information from scientific sources; content analysis of training programs aimed at future Physical Culture teachers in higher education institutions; pedagogical modelling); empirical (specially designed questionnaires, validity test methods developed by the author). The author presents a three-stage (information-orientated, motivation-actualizing and practical-modelling) model of training future Physical Culture teachers in individual work with schoolchildren under conditions of inclusion, the pedagogical conditions for training future Physical Culture teachers in individual work with schoolchildren under conditions of inclusion being the core of the model (reflection of the essence of the phenomenon “inclusion” in the content of comprehensive disciplines; concentration of schoolchildren’s research attention on the health-saving segment of the individual work with schoolchildren under conditions of inclusion; involvement of future Physical Culture teachers to develop variable models of individual work with schoolchildren under conditions of inclusion). The efficiency of the implementation of the designated model has been proved. Some positive shifts in the levels of the students’ readiness for individual work with schoolchildren under conditions of inclusion were recorded. Let us specify them: the optimal (high) level was demonstrated by 13% of the students (at the ascertaining stage ‒ by 10.3%), the basic (satisfactory) level was demonstrated by 57.6% of the respondents (at the ascertainment stage – by 11.8%), the elementary (low) level was characteristic of only 29.4% of the future teachers of Physical Culture (prior to 77.9%). Keywords: inclusion, individual work, readiness, future teachers of Physical Culture, model.

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Makhmudov, M. K. "РАЗВИТИЕ НАВЫКОВ ПРОЕКТИРОВАНИЯ ПРОЦЕССА ПОДГОТОВКИ БУДУЩИХ УЧИТЕЛЕЙ ФИЗ". Education and innovative research, № 4 (5 серпня 2021): 161–66. http://dx.doi.org/10.53885/edinres.2021.71.42.022.

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The article examines the essence of skills development, designing the teaching process for future physical culture teachers, identifies the main conceptual provisions of their professional training based on the acmeological approach. В статье рассматривается сущность формирования умений, проектирования учебного процесса будущих учителей физической культуры, выявляются основные концептуальные положения их профессиональной подготовки на основе акмеологического подхода.

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Popov, Maxim, Oksana Zorina, and Lyubov Savchenko. "Modeling the process of future physical education teachers’ training for innovative educational activities." SHS Web of Conferences 87 (2020): 00078. http://dx.doi.org/10.1051/shsconf/20208700078.

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The article deals with the currently essential problem of improving the quality of future physical education teachers’ training in accordance with the innovative development trends in the Russian Federation. The authors place special emphasis on the modeling of the training process of Bachelors in Physical Education. The article provides insight into the concept of “physical education teachers’ innovative educational activity”. The main content of the paper considers the theoretical substantiation of the structural and logical model as a theoretical construct of training Bachelors in Physical Education for this type of activity. The authors highlight the model’s methodological, substantive, procedural and logical elements, which imply future teachers’ mastering the optimal level of readiness for innovative educational activities.

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Smirnov, I., and N. Stukalenko. "Professional training of physical culture teachers for sports work." Pedagogy and Psychology 46, no. 1 (March 31, 2021): 101–8. http://dx.doi.org/10.51889/2021-1.2077-6861.14.

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The article presents the generalized results of research on the formation of professional preparation of future physical education teachers for organizing sports events in the context of the leading trends in the development of physical-pedagogical education and physical education in the framework of extra-curricular sports activity. The content of education is enriched with new methodological skills, the development of the ability to operate with information, the creative solution of problems of science and pedagogical practice with an emphasis on the individualization of educational programs, the role of pedagogical science in the creation of educational technologies that are adequate to the level of public knowledge. Updating the content of education and teaching technologies, the emergence of many problems in improving the quality of teaching physical education lessons, the development of extracurricular sports and the management of the process of physical education require the restructuring of the education system, the improvement of which ultimately depends on the level of professional training of teachers.

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Oksana, Braslavska, and Nataliia Barvinok. "FORMATION OF CARTOGRAPHIC COMPETENCE OF FUTURE TEACHERS OF GEOGRAPHY IN STUDYING DISCIPLINES OF FUNDAMENTAL TRAINING." Psychological and Pedagogical Problems of Modern School, no. 1(5) (May 27, 2021): 5–14. http://dx.doi.org/10.31499/2706-6258.1(5).2021.234755.

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The article presents the needs of modern society in a competent teacher of geography, the need for future teachers of geography to master the methods of their subject, which combines physical and economic geography, knowledge of geography and related sciences. It has been proven that a geography teacher must be deeply acquainted with the world around him and connect the teaching of the subject with the present, and use all possible means of information to do so. The importance of forming stable skills to work with maps, acquire new knowledge for further training and professional activity is outlined. The article also outlines a vision of the role of maps and cartographic knowledge for the modern needs of mankind, the constant expansion of the range of knowledge about the current possibilities of modern cartographic science, as well as the ability to transfer their knowledge, skills and abilities to students. It substantiates the necessity of formation of cartographic competence as a component of professional competence of future teachers of geography, which occupies an important place in the formation of future teachers of geography as a professional. The article considers the works of domestic and foreign authors, who studied in their works the formation of professional competencies of future teachers and, in particular, cartographic competence in the training of future teachers of geography. Based on these studies, the article establishes the features of the formation of cartographic competence of future teachers of geography in the study of basic training disciplines and the importance of forming cartographic knowledge, skills and abilities that will be extremely important for future teachers of geography in their future careers. It characterizes the process of formation of cartographic competence of future geography teachers during the study of fundamental training disciplines in a higher education institution, in particular in the first semester of the first year of study. Keywords: professional competence, cartographic competence, professional training, educational practice, map, cartography, future teacher of geography, disciplines of fundamental training.

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Tokpanov, A., and N. Stukalenko. "Formation of communicative competence in future teachers of physical education." Pedagogy and Psychology 46, no. 1 (March 31, 2021): 36–47. http://dx.doi.org/10.51889/2021-1.2077-6861.04.

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The article presents the generalized results of research on the formation of communicative competence of future physical culture teachers in the conditions of professional training at a higher education institution. The scientific-methodological and methodological aspects of the process under study, the theoretical and practical significance of its results are disclosed. As a result of the study, it was found that if the professional training of future physical education teachers is organized using a communicative approach, then modern communicative teaching methods are aimed at the formation of their communicative competence within the educational process of the university on the basis of the elective course "Communication and physical culture" and appropriate educational and methodological support, this will help to increase the level of their communicative competence.

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Matviienko, Olena, Liudmyla Stepanenko, Zoryana Vysochan, Lesja Vysochan, Hanna Chorna, and Iryna Maksymchuk. "A model for the development of future teachers’ pedagogical skills in the process of professional training." Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 1(129) (January 27, 2021): 64–71. http://dx.doi.org/10.31392/npu-nc.series15.2021.1(129).13.

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The modeling of the purpose of education and upbringing of a future physical culture teacher is reflected in the qualification characteristic that determines the requirements for the level of training of a specialist. They are determined by the nature of professional and social functions and tasks that graduates of higher educational institutions must solve. In the process of learning, it is necessary to strive for the pedagogical activity to acquire social significance in the student’s mind and become a personal value for him. The improvement of vocational pedagogical training of future physical culture teachers provides purposeful and systematic work on the formation of properties and qualities of the personality, knowledge, abilities, skills corresponding to the nature of requirements to the pedagogical activity. The study of achievements in the pedagogical theory and practice made it possible to develop a model for the development of pedagogical skills of future physical culture teachers in vocational training. The model provides for the formation of the pedagogical skills development of future physical culture teachers in three consecutive stages: motivational, activity, and reflexive. The developed model contains the following main components: purpose, methodological approaches, principles, content, forms, methods, educational technologies, pedagogical conditions of formation, criteria, indicators, levels, and diagnostics of future physical culture teachers.

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Demchenko, Vitaliy. "IMPLEMENTATION OF CROSS-CURRICULAR INTEGRATION IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF PHYSICAL CULTURE." PEDAGOGY AND EDUCATION MANAGEMENT REVIEW, no. 1 (October 21, 2020): 39–45. http://dx.doi.org/10.36690/2733-2039-2020-1-39.

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The article examines the effectiveness of interdisciplinary integration in the training of future physical education teachers. The purpose of the article is to test the effectiveness of interdisciplinary integration in the training of future teachers of physical education. Research methodology includes: empirical methods: observations, questionnaires, pedagogical experiment is for checking the effectiveness of interdisciplinary integration in the training of future teachers of physical education; methods of mathematical statistics are for processing the results of experimental work. Analysis of the effectiveness of the implementation of interdisciplinary integration in the training of future teachers of physical education is based on a certain system of standards: pedagogical orientation, independence and professional maturity, which we used to diagnose their development by those activities that included students of the experimental group. After analyzing the data, it was found that students of the control and experimental groups have significant differences on such scales as: awareness, decision-making, planning and communication; as well as a positive trend on the scales: mnemonic, volitional and mental. According to the study, it can be said that future physical education teachers of the experimental group are more knowledgeable and confident in choosing their profession, they more rationally and adequately assess the situation and plan their future more thoughtfully than students in the control group.

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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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Kravets, Michael. "PECULARITIES OF THE FUTURE PHYSICAL EDUCATION TEACHERS’ TRAINING TO THE LOCAL ACTIVITIES." Наукові записки, no. 143 (February 4, 2020): 230–36. http://dx.doi.org/10.31392/nz-npu-143.2019.29.

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Babiuk, S. "PROFESSIONAL PREPARATION OF FUTURE TEACHERS OF PHYSICAL TRAINING TO HEALTH-IMPROVING WOR." Pedagogical Education: Theory and Practice 1, no. 25 (November 23, 2018): 8–12. http://dx.doi.org/10.32626/2309-9763.2018-25-1.8-12.

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Babiuk, Serhii. "PROFESSIONAL PREPARATION OF FUTURE TEACHERS OF PHYSICAL TRAINING TO HEALTH-IMPROVING WOR." Pedagogical Education: Theory and Practice 2, no. 25 (December 1, 2018): 8–12. http://dx.doi.org/10.32626/2309-9763.2018-25.8-12.

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Кисельов, Валерій. "The Problem of Informatization of Professional Training of Future Physical Culture Teachers." E-learning teXnology 4 (December 4, 2020): 31–35. http://dx.doi.org/10.31865/2709-840002020222538.

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Soltyk, Oleksandr, Oleg Bazylchuk, Yurii Dutchak, Vita Khimich, and Olena Dobrovitska. "Formation of Professional Skills of Future Teachers of Physical Culture." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 1 (February 9, 2022): 406–25. http://dx.doi.org/10.18662/rrem/14.1/526.

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The article deals with the issue of vocational skills formation of future teachers of physical culture. The following skills have been defined as one of the most important in modern profession of a teacher of physical culture: communicative skills, methodological skills (ability to differentially use different means of physical education, ability to rationally use time for the lesson, ability to develop lesson’s structure and adhere to it), and skills to predict potential dangers. On the basis of research of active teachers of physical culture, definition methods and assessment scale of professional skills data have been developed. Special attention has been paid to substantiation of pedagogical conditions aimed at formation of the given skills within professional training. Two pedagogical conditions have been defined as the most important: updating of the content of professional training of future teachers of physical culture on the basis of integration approach, and orientation of pedagogical practical studies on tackling complex studies, health improvement and educational issues. A pedagogical experiment has been carried out during which effectiveness of implementation of pedagogical conditions in the field of formation of professional skills of future teachers of physical culture has been proven. Participant of the pedagogical experiment were junior and senior students of higher educational establishments who are trained to become teachers of physical culture. By all professional skills, positive dynamics of their improvement was observed. The biggest improvement was achieved in the formation of methodological skills and ability to predict potential dangers (at the level of р ≤ 0,01). At the level of р ≤ 0,05, improvement communicative skills in experimental group was achieved.

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Xiaofei, W., V. A. Korobeinik, and Z. L. Kozina. "Features of the organization of teaching for future physical education teachers in the People's Republic of China and the possibility of implementing an individual approach in their training: a review article." Health, sport, rehabilitation 7, no. 2 (June 25, 2021): 8–17. http://dx.doi.org/10.34142/hsr.2021.07.02.01.

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Purpose: to determine the main directions of training of teachers of physical culture in the People's Republic of China according to the data of modern literature. Material and methods. The analysis of literature sources was carried out by working with scientific works, which are presented in the databases "Web of Science", "Scopus", "Pub Med" and others. The search for literary sources was carried out by the keywords: "physical education teacher training", "physical education", "sports", "coach training". A total of 10157 works were found based on key words, of which 33 works were selected for literary review. The selection was carried out as follows: first, the topic of the article was analyzed, then, if the topic corresponded to the direction of our study, the annotation was analyzed. If the annotation corresponded to the direction of our research, the text of the article was analyzed. Also in the analysis of literature sources, preference was given to sources presented in the quartiles "Web of Science" and "Scopus" 1-3 level. In addition, articles on the training of physical education and sports professionals in China were analyzed separately. Of the 33 works presented in the literature review, 15 sources - research, 10 - review, 8 - randomized trials. Results. In the People's Republic of China, the problem of individual approach is especially relevant in connection with national characteristics, traditions, which provide for the predominance of collective action in all types of work. In addition to basic sports, the training of future physical education teachers in the People's Republic of China should include in-depth study of the sport in which it could improve and be a high-level specialist. Conclusions. Training of physical education teachers in the People's Republic of China should be based on modern concepts of individualization, which apply to all stages of training: from choosing a sport in which the student would like to improve and receive a specialty of physical education teacher with professional knowledge of a particular sport. physical education teachers in the study of the chosen sport.

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Fedchyshyn, N. O., and N. I. Yelahina. "PECULIARITIES OF FUTURE PE TEACHERS’ TRAINING AT THE HIGHER EDUCATIONAL ESTABLISHMENT." Медична освіта, no. 1 (April 1, 2020): 11–15. http://dx.doi.org/10.11603/me.2414-5998.2020.1.10985.

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It has been considered the principles of professional training of future PE teachers. The modern challenges in the professional training of future PE teachers at the higher education institutions are analyzed; the main directions of introduction of pedagogical technologies in the process of vocational training are specified. The article emphasizes the need for systematic introduction of innovative and information technologies, content updating, use of new forms, tools, methods and principles of education in the educational process of the higher educational institutions in order to improve the quality of future PE teachers’ professional training. It is established that the system of physical education at the higher schools faces the fact that it is necessary to go beyond the traditional activity of teachers at these establishments, and therefore requires a social and psychological rethinking of the system of teaching and the proposed amount of knowledge.

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Kholina, Svetlana, Oksana Babenko, Viktoriya Grudinina, and Victor Velichkin. "Model of advanced training of physics teachers at the present stage." E3S Web of Conferences 210 (2020): 18116. http://dx.doi.org/10.1051/e3sconf/202021018116.

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This article discusses a model for training future physics teachers. The conceptual model of training future physics teachers shows the complete structure of training, methodological features of training for professional activity, future physics teachers at different stages of training: bachelor's, master's, postgraduate and professional retraining. The methodological features of the training consist in the examples of introduction of physical concepts. The article presents the evidence base for the effectiveness of the methodological system of training future physics teachers for secondary schools, lyceums and gymnasiums in the Moscow region. The article presents an approbation of the results of objective assessment of the quality of training of physics teachers, based on the results of research activities of students, achievements in all-Russian educational competitions and participation in the International competition "WorldSkills". Interaction of the Department and faculty is carried out with secondary schools, lyceums, gymnasiums, higher educational institutions in the framework of scientific and practical, scientific and methodological conferences for schoolchildren, students, teachers and teaching staff. The article highlights the factors that affect the success of training physics teachers, examples of which are: fruitful interaction with the external environment, both directly with the personal participation of representatives of educational institutions, and through networking; continuous monitoring to assess the success of teaching activities by graduates of this field of training; improving the quality of student recruitment, through the annual holding of physics Olympiads for students of secondary schools in the Moscow region.

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Demchenko, Iryna, Borys Maksymchuk, Valentyna Bilan, Iryna Maksymchuk, and Iryna Kalynovska. "Training Future Physical Education Teachers for Professional Activities under the Conditions of Inclusive Education." BRAIN. BROAD RESEARCH IN ARTIFICIAL INTELLIGENCE AND NEUROSCIENCE 12, no. 3 (August 23, 2021): 191–213. http://dx.doi.org/10.18662/brain/12.3/227.

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According to the concept of developing inclusive education, the process of introducing inclusion in schools has been intensified. This is due to the training of physical education teachers to work with children with special educational needs during specially organized courses, whose fragmentation has not greatly increased the level of teachers’ qualifications. The research aims to scientifically justify theoretical and methodological foundations, develop and experimentally verify the methodology of training future physical education teachers for professional activities under the conditions of inclusive education, taking into account the specifics of their psychological, theoretical and practical readiness for it. Pedagogical conditions for training future physical education teachers for professional activities under the conditions of inclusive education are defined as follows: prioritizing the content of programmes and teaching methodology; improving the content, forms, methods and means required to master normative, psychological, pedagogical and correctional theoretical and practical and scientific foundations of inclusive education, as well as didactic and correctional and developmental technologies during the classes dedicated to professional teaching methodologies; consolidating professional knowledge and practical skills of students based on the simulation modelling and reflection on pedagogical experience of future physical education teachers under the conditions of inclusive education with the relevant update of the content of teaching placements. The experimental work involved 444 students majoring in physical education and sport (222 students in the experimental and the control groups). Given the summarized data of final tests, it becomes clear that the students in the EG tend to have a high level of such readiness (at the ascertaining stage – 28.6%, at the formative stage – 47.0%, the difference being 18.4%). The results of the experiment prove the effectiveness of introducing the developed methodology of training future physical education teachers for professional activities under the conditions of inclusive education.

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Hladun, T. "Requirements for the Training of Masters of Natural Sciences of Pedagogical Higher Educational Institutions." Journal of Education, Health and Sport 9, no. 12 (December 28, 2019): 338–48. http://dx.doi.org/10.12775/jehs.2019.09.12.034.

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The article deals with the issues of training future teachers of natural sciences; findings: what requirements for professional education are typical for the training of a teacher of a new formation; what role in the professional development of specialists of pedagogical HEI has professional training and what shortcomings in the training of masters of natural sciences occur at the present stage of development of higher education; areas of modernization of vocational education and physical education, in particular, are identified by scientists.

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Kuvandikov, O. K. "ROLE OF ANALOGY METHOD IN FORMING THE COMPETENCE OF FUTURE TEACHERS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 12 (December 1, 2021): 30–35. http://dx.doi.org/10.37547/pedagogics-crjp-02-12-07.

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In this work, for the first time, the possibility of using the analogy method in solving scientific and pedagogical problems in the light of personnel training is analyzed. It is shown that the use of analogy is useful for quick assimilation of educational material and in solving physical problems. In particular, the possibility of using the concepts and methods of geometric optics in the design of electrical devices by analogy with the corresponding optical instruments is shown.

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Bezkopylnyi, Оleksander, and Liudmyla Sushchenko. "MODELING OF TRAINING FUTURE PHYSICAL EDUCATION TEACHERS FOR HEALTHCARE ACTIVITY AT SECONDARY SCHOOL." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 1 (March 27, 2018): 47–53. http://dx.doi.org/10.25128/2415-3605.18.1.7.

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Issayev, А. I. "Controlling competencies of future trainers-teachers and ways to improve them." Iasaýı ýnıversıtetіnіń habarshysy 123, no. 1 (March 15, 2022): 124–35. http://dx.doi.org/10.47526/2022-1/2664-0686.11.

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Анотація:

At the present stage in the education system, great importance is attached to the control and evaluation of the course of study and learning outcomes. In the conditions of renewed education within the walls of the school, evaluation actions are a priority. Control is the main function of management and ensures the correct implementation of the assessment. Control work at school requires special training of the teacher, i.e. the competence of the controller, in order for it to be carried out in full. To this end, disciplines that provide general pedagogical training in control are studied in pedagogical universities (Pedagogy, criteria-based assessment technology) and in methodological disciplines corresponding to each specialty, little time is allocated for control and evaluation. These questions do not form a high level of supervising competence of teachers. Therefore, in order to provide training in this direction, there is a need to implement educational materials and skills through special disciplines and interdisciplinary connections. The article highlights the work carried out to determine the controlling competencies of future trainers-teachers of physical culture and the possibilities of the disciplines of the specialty that provide the direction of training being studied. The sequence of questions in the direction of determining the controlling competence is proposed. The ways (methods) of forming the observational competence of future trainers-teachers of the university are considered.

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Статті в журналах з теми "Training of future Physical Training teachers"

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