Розвивальний потенціал освітнього середовища педагогічного ЗВО у розрізі професійної підготовки майбутніх учителів фізичної культури до організації індивідуальної роботи з учнями

Abstract

Установлено, що розвивальний потенціал освітнього середовища педагогічного ЗВО у розрізі професійної підготовки майбутніх учителів фізичної культури до організації індивідуальної роботи з учнями відбивається в сукупності ресурсів (нормативно-орієнтаційні; змістово-інформаційні; комунікативно-діяльнісні) і можливостей (смислові; інтеграційні (синтез міждисциплінарних знань про методику фізичного виховання; формування фізичної культури учнів); перетворювальні), використання яких сприяє інноватизації, технологізації, фундаменталізації професійної підготовки майбутніх учителів фізичної культури до організації індивідуальної роботи з учнями.

The resources of vocational training of future physical training teachers within the developmental educational environment of pedagogical HEI have been classified into three groups of its capabilities: semantic (interiorization by future physical training teachers of socially important qualities in protecting and strengthening individual health of schoolchildren by using innovative means of physical culture); integrational (synthesis of interdisciplinary knowledge on methods of physical education; formation of physical culture of pupils; methodological and organizational peculiarities of projecting individual educational routes of rehabilitation by means of physical training and sports of pupils; scientifically substantiated ways of conducting training process with taking into account morphological features of the body structure of schoolchildren; the specifics of the composition of a complex of physical and sports exercises aimed at correcting and compensating for the most common physical defects of pupils; formation of healthy lifestyle and future socialization of schoolchildren; the specifics of diagnosis of development of the anthropometrical data of each pupil etc.; retranslation of change in the physical education paradigm from “comparing” into personally oriented one in the environment of pedagogical HEI); transformational (acquisition and transfer by future physical training teachers of the experience in solving professionally oriented tasks aimed, for example, at developing and implementing individual programs of physical education of pupils with different health status and level of development of physical qualities). The fields of the educational environment of pedagogical HEI have been concretized, which provide formation of the readiness of future physical training teachers for organizing individual work with pupils and within which the actualization of the specified opportunities and resources of development potential is carried out, namely: legal and social (the functional of the HEI dictated by social order of society for realization by physical training teachers of legal, social-pedagogical, professional functions; corporate spirit, traditions, rituals of educational organization); didactic and professional (technologies, means, forms and methods of organization of educational activities of students); interactive and productive (a variety of choice of fields of self-realization of future physical training teachers in the framework of different types of professional and educational practices, choice of ways of providing interpersonal communication of participants in the educational relations in the HEI, who are carriers of certain professional experience, etc.).