Модель розвитку здоров’язбережувальної компетентності вчителів основної школи в системі післядипломної освіти

Abstract

У статті наголошується на необхідності розвитку в учителя основної школи здоров’язбережувальної компетентності. Йдеться про необхідність побудови моделі розвитку зазначеної компетентності. Аналізуються погляди науковців щодо порушеної проблематики. Запропоновано теоретичну модель розвитку здоров’язбережувальної компетентності вчителя основної школи в системі післядипломної освіти, що складається з визначених етапів: цільовий, концептуальний, організаційно-діяльнісний, діагностувальний. Окреслено перспективні шляхи безперервного професійного розвитку вчителя основної школи.

The article emphasizes the need of health-preserving competence development of primary school teachers. It analyzes the views of scientists on the raised issues. It is said about the need of a model for the development of this competence, which will make it possible to understand what exactly needs to be developed, to compare it with what has already been formed. The article proposes a theoretical model of health-preserving competence development of primary school teachers in the system of postgraduate education, which consists of certain stages: target, conceptual, organizational activity, diagnostic. The key element of the model is to define and substantiate interconnected organizational and pedagogical conditions (formation of stable motivation for professional self-improvement, development of conscious need for physical activity and actualization of values of health; ensuring interrelation of educational process with daily professional pedagogical activities and stimulating teachers to reflect; enriching practical experience in creating a safe friendly educational environment for children and implementing preventive health projects in accordance with the requests and needs of teachers.) Among the promising ways of continuous professional development of primary school teachers we can define: advanced training, internship, self-education, formal (additional), informal and nonformal education, experience (its interpretation), participation in projects of various levels (international, national, regional, etc.). The constructed model identifies scientific approaches, principles, content, organizational and pedagogical conditions, educational and methodological support necessary for the development of the main components of health competence, as well as reflects the elements of evaluation and description of the results of the research process. We assume that the educational process, built on the basis of the developed model, will make it possible to achieve the goal – to provide opportunities for the development of health competence of primary school teachers. We consider the proposed model as a means of organizing practical actions aimed at achieving this goal.