Педагогічні умови формування готовності майбутніх учителів фізичної культури до застосування диференційованого підходу навчання
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Дата
2021
Назва журналу
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Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Стаття присвячено визначення й обґрунтування педагогічних умов формування готовності майбутніх учителів фізичної культури до застосування диференційованого підходу навчання в процесі професійної діяльності. У ході аналізу наукових досліджень різних авторів визначено, що в контексті нашого дослідження педагогічні умови - це спеціально створені педагогічні обставини, що містять систему педагогічних засобів і вдосконалюють процес формування готовності майбутніх учителів фізичної культури до диференційованого підходу навчання. Перспективним у подальших наукових розвідках вважаємо визначення та обґрунтування педагогічних умов підготовки майбутніх викладачів фізичної культури до застосування диференційованого підходу навчання в процесі професійної діяльності в закладах вищої освіти.
The article is devoted to the research and substantiation of pedagogical conditions of forming future PE teachers’ readiness to differentiated learning approach application in their professional activity. Resources analysis helped us define the term of pedagogical conditions: in the context of our research they are defined as specially created pedagogical circumstances that contain a system of educational means and improve the process of forming future PE teachers’ readiness to differentiated learning approach application. Interpretation of the definition “future PE teachers’ readiness” is specified; it is stated that terms “training” and “readiness” consecutively supplement each other: training future PE teachers is viewed as a process of readiness formation, and readiness is seen as a result of professional training. It has been found out that differentiated approach is a starting point, basic principle of teacher’s work to be used in planning, preparation and in the methodology of teaching. The approach is based on the differentiation (grouping) pupils according to their peculiarities of showing individual qualities that influence the success of learning and their personal and individual development. Pedagogical condition is defined and substantiated – providing future PE teachers with the technique of differentiated approach in the process of measuring physical load at PE lessons. It is highlighted that substantiated above pedagogical condition demands organization of future PE teacher training that can assure effective formation of their readiness to differentiated leaning application in their professional activity. We believe it to be prospective to focus further research on defining and substantiating pedagogical conditions of future PE teachers training to differentiated approach in leaning in their professional activity at higher education institutions.
The article is devoted to the research and substantiation of pedagogical conditions of forming future PE teachers’ readiness to differentiated learning approach application in their professional activity. Resources analysis helped us define the term of pedagogical conditions: in the context of our research they are defined as specially created pedagogical circumstances that contain a system of educational means and improve the process of forming future PE teachers’ readiness to differentiated learning approach application. Interpretation of the definition “future PE teachers’ readiness” is specified; it is stated that terms “training” and “readiness” consecutively supplement each other: training future PE teachers is viewed as a process of readiness formation, and readiness is seen as a result of professional training. It has been found out that differentiated approach is a starting point, basic principle of teacher’s work to be used in planning, preparation and in the methodology of teaching. The approach is based on the differentiation (grouping) pupils according to their peculiarities of showing individual qualities that influence the success of learning and their personal and individual development. Pedagogical condition is defined and substantiated – providing future PE teachers with the technique of differentiated approach in the process of measuring physical load at PE lessons. It is highlighted that substantiated above pedagogical condition demands organization of future PE teacher training that can assure effective formation of their readiness to differentiated leaning application in their professional activity. We believe it to be prospective to focus further research on defining and substantiating pedagogical conditions of future PE teachers training to differentiated approach in leaning in their professional activity at higher education institutions.
Опис
Ключові слова
учитель фізичної культури, підготовка, готовність, педагогічні умови, диференційований підхід, професійна діяльність, PE teacher, readiness, pedagogical conditions, differentiated approach, professional activity, training
Бібліографічний опис
Бермудес, Д. Педагогічні умови формування готовності майбутніх учителів фізичної культури до застосування диференційованого підходу навчання [Текст] / Д. Бермудес, Д. Балашов, П. Рибалко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2021. – № 3 (107). – С. 70–80. – DOI: 10.24139/2312-5993/2021.03/070-080.