ANALYSIS OF THE FORMATION OF THE BASIC PROFESSIONAL COMPETENCES OF THE FUTURE TEACHER OF PHYSICAL CULTURE IN HIGHER EDUCATIONAL INSTITUTIONS

Abstract

Summary. The article provides a theoretical generalization and a new solution to the scientific task, which consists in determining the basic professional competencies of a physical education teacher, substantiating and experimentally checking the pedagogical conditions of their formation in students in the process of studying professional disciplines. The results of the research indicate the achievement of the goal, the fulfillment of the tasks and are the basis for the main conclusions. Insufficient substantiation of the scientific and methodological principles of the use of the competence approach in the professional training of the future physical culture teacher was revealed, the process of which has a number of unresolved contradictions. The experience of implementing this approach is unreflected, in particular, the pedagogical conditions for the formation of the basic professional competencies of the future physical culture teacher in the process of studying professional disciplines are not defined. It was determined that the basic professional competencies of the future physical culture teacher are: subject-theoretical, informational-research, profile (methodical, motor, healthpreserving), professional communication, socio-cultural, reflective and creative. The following general pedagogical conditions have been created for the effective formation of each basic competence in the process of educational-methodical and technological support for the study of professional disciplines: humanistic and reflexive direction of the educational process and consideration of its synergistic aspects; activation of training and ensuring its interactivity and psychological comfort based on cooperation. The final cut, which was conducted according to the same methodology as at the stage of the ascertainment experiment, showed that the formation of each basic professional competence in the students of the control and experimental groups under traditional learning conditions does not reach the creative level, but under the conditions of experimental learning exceeds the active level, reaching a creative level.