Професійно-педагогічна культура і компетенції фахівця фізичного виховання та спорту: від взаємозв’язку до технології формування
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Дата
2017
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Анотація
У статті обґрунтовано взаємозв’язок професійно-педагогічної культури і компетенцій фахівця фізичного виховання та спорту. Виокремлено компетенції, у яких має комплексне, багатовимірне виявлення професійно-педагогічна культура. Показано, що компетентнісний та контекстний підходи є ефективним методологічним підґрунтям побудови практико-орієнтованої професійної фізкультурної освіти та визначають технологічні аспекти формування професійно-педагогічної культури майбутнього фахівця фізичного виховання та спорту.
The article is devoted to the interconnection of professional-pedagogical culture and competences of physical training and sport specialist; and methodological background of the construction of professional-pedagogical culture formation technologies of future specialist in the process of his/her professional training. It is shown that orientation of professional physical training education on the formation of professional-pedagogical culture of future physical training and sport specialist is an important basis for the formation of necessary competences. It allows us to consider the structure and the content of competences in culture categories and not only from the position of readiness and ability to perform physical-sport kinds of activity. The model of professional-pedagogical culture of physical training and sport specialist is examined in the article, to the structure of which, except competence, such subjective characteristics as professional-pedagogical activity, personal and professional-pedagogical qualities of specialist are included. The content of competence structural components for theoretical examination of every competence was defined. Knowledge, skills, communications, autonomy and responsibility, which specialist should possess, were defined according to the description of skill category of physical training and sport specialist. Examples of schematic analysis of competence content were offered. Quantity of components was defined from the position that they should enclose the whole range of abilities, possessing of which guarantee formation of professional-pedagogical culture of future physical training and sport specialist. Key, generally professional and subjective professional competences are distinguished, in which professional-pedagogical culture of physical training and sport specialist has complex, multidimensional expression. It is shown that competence and contextual approaches expect working out technologies, forms and methods for providing gradual transfer from educational activity of academic type to professional and also creation of new educational approaches to formation of professional-pedagogical culture of future physical training and sport specialist in the process of his professional training.
The article is devoted to the interconnection of professional-pedagogical culture and competences of physical training and sport specialist; and methodological background of the construction of professional-pedagogical culture formation technologies of future specialist in the process of his/her professional training. It is shown that orientation of professional physical training education on the formation of professional-pedagogical culture of future physical training and sport specialist is an important basis for the formation of necessary competences. It allows us to consider the structure and the content of competences in culture categories and not only from the position of readiness and ability to perform physical-sport kinds of activity. The model of professional-pedagogical culture of physical training and sport specialist is examined in the article, to the structure of which, except competence, such subjective characteristics as professional-pedagogical activity, personal and professional-pedagogical qualities of specialist are included. The content of competence structural components for theoretical examination of every competence was defined. Knowledge, skills, communications, autonomy and responsibility, which specialist should possess, were defined according to the description of skill category of physical training and sport specialist. Examples of schematic analysis of competence content were offered. Quantity of components was defined from the position that they should enclose the whole range of abilities, possessing of which guarantee formation of professional-pedagogical culture of future physical training and sport specialist. Key, generally professional and subjective professional competences are distinguished, in which professional-pedagogical culture of physical training and sport specialist has complex, multidimensional expression. It is shown that competence and contextual approaches expect working out technologies, forms and methods for providing gradual transfer from educational activity of academic type to professional and also creation of new educational approaches to formation of professional-pedagogical culture of future physical training and sport specialist in the process of his professional training.
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Ключові слова
професійно-педагогічна культура, фахівець фізичного виховання та спорту, компетентнісний і контекстний підходи, технологія формування культури майбутнього фахівця, professional-pedagogical culture, physical training and sport specialist, competence and context approaches, technology of professional-pedagogical culture formation of specialist
Бібліографічний опис
Іваній, І. В. Професійно-педагогічна культура і компетенції фахівця фізичного виховання та спорту: від взаємозв’язку до технології формування [Текст] / І. В. Іваній // Вісник Чернігівського Національного педагогічного університету. Серія: Педагогічні науки. – Чернігів, 2017. – Вип. 143. – С. 38–42.