Акмеологічні засади неперервної професійної підготовки фахівців фізичного виховання: концепція дослідження
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Дата
2015
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Анотація
У статті представлено концепцію дослідження неперервної професійної підготовки фахівців фізичного виховання на засадах акмеології. В основу концепції покладено сукупність методологічних і теоретичних положень, що визначають стратегію розв’язання завдань дослідження. Провідна ідея дослідження обраної проблеми базується на положенні про те, що неперервна професійна підготовка фахівців фізичного виховання має бути спрямована на формування в них акмеологічної компетентності (мотиваційний, когнітивно-акмеологічний, акмеологічно-діяльнісний, особистісний), розвиток професіоналізму та здатності до самовдосконалення. Відтак, концепція дослідження акмеологічних засад неперервної професійної підготовки фахівців фізичного виховання здійснюється на засадах комплексного, системного, компетентнісного, акмеологічного, антропологічного, екзистенціального та діяльнісного підходів.
The paper presents the concept of study of physical education specialists’ continuous professional training on the acmeology basis. The concept put a set of methodological and theoretical provisions for defining the strategy of solving research problems. The leading study idea is based on the assumption that physical education specialists’ continuous training should be aimed at forming their acmeological competence (such as motivational, cognitive-acmeological, acmeological-activity and personal), the development of their professionalism and the ability to self-improvement. Thus, the concept of acmeological principles study of physical education specialists’ continuous professional training is based on the principles of comprehensive, systematic, competence, acmeological, anthropological, existential and activity approaches. Acmeological approach assumes that Acme and self-fulfillment is not the perfect images, but constant movement through the ratio of the real characteristics of human development with an optimal model of self-development. The person not only realizes him/herself, making a choice between ways of reproductive development; he/she qualitatively transforms him/herself, removing psychological barriers, rethinking life expectancy, looking for opportunities for development acmeologically significant qualities, producing personal development trajectory. Acmeological approach allows theoretically conceptualize the nature of personality as a subject of self-development. From the point of view of the acmeological approach the subject of self-development is the space between two poles – from the real, often non-optimal to the perfect means of self-organization. The concept of the study of acmeological foundations of continuous professional training of physical education specialists is constituted of various system components of the subject – subject relationship (teacher-student, student-student, administration-student, etc.) as a factor of student-centered education (the training of a competitive graduate at labour market) and the result of specialist training, professional growth and self-improvement. Prospects of further studies in this direction are to determine criteria and levels of formation of components of acmeological competence of physical education specialists in the continuous professional training on the basis of acmeology.
The paper presents the concept of study of physical education specialists’ continuous professional training on the acmeology basis. The concept put a set of methodological and theoretical provisions for defining the strategy of solving research problems. The leading study idea is based on the assumption that physical education specialists’ continuous training should be aimed at forming their acmeological competence (such as motivational, cognitive-acmeological, acmeological-activity and personal), the development of their professionalism and the ability to self-improvement. Thus, the concept of acmeological principles study of physical education specialists’ continuous professional training is based on the principles of comprehensive, systematic, competence, acmeological, anthropological, existential and activity approaches. Acmeological approach assumes that Acme and self-fulfillment is not the perfect images, but constant movement through the ratio of the real characteristics of human development with an optimal model of self-development. The person not only realizes him/herself, making a choice between ways of reproductive development; he/she qualitatively transforms him/herself, removing psychological barriers, rethinking life expectancy, looking for opportunities for development acmeologically significant qualities, producing personal development trajectory. Acmeological approach allows theoretically conceptualize the nature of personality as a subject of self-development. From the point of view of the acmeological approach the subject of self-development is the space between two poles – from the real, often non-optimal to the perfect means of self-organization. The concept of the study of acmeological foundations of continuous professional training of physical education specialists is constituted of various system components of the subject – subject relationship (teacher-student, student-student, administration-student, etc.) as a factor of student-centered education (the training of a competitive graduate at labour market) and the result of specialist training, professional growth and self-improvement. Prospects of further studies in this direction are to determine criteria and levels of formation of components of acmeological competence of physical education specialists in the continuous professional training on the basis of acmeology.
Опис
Ключові слова
акмеологія, концепція дослідження, неперервна освіта, професійна підготовка, фахівець фізичного виховання, acmeology, concept of study, continuous education, professional training, physical education specialist
Бібліографічний опис
Дерека, Т. Г. Акмеологічні засади неперервної професійної підготовки фахівців фізичного виховання: концепція дослідження [Текст] / Т. Г. Дерека // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2015. – № 7 (51). – С. 31–39.