
Formation of Professional Competencies in Future Teachers of Physical Education in the Conditions of Interactive Interaction
Author(s) -
Viktoriia Dоmina,
Natalia Gutareva,
Julia Sedova
Publication year - 2020
Publication title -
vìsnik lugansʹkogo nacìonalʹnogo unìversitetu ìmenì tarasa ševčenka. fìlologìčnì nauki
Language(s) - English
Resource type - Journals
ISSN - 2227-2844
DOI - 10.12958/2227-2844-2020-7(338)-133-140
Subject(s) - coaching , competence (human resources) , psychology , personality , value (mathematics) , professional development , mathematics education , pedagogy , physical education , process (computing) , engineering ethics , computer science , social psychology , engineering , machine learning , psychotherapist , operating system
The dynamics of development of the modern world causes progressive changes in education, reflecting the creative search for the most effective forms of organization and technology of learning. Recent studies outline the strategy of practical constructions, involving the education system in the development of the value-semantic sphere of personality on a pedagogical basis. In the offered article the authors consider actual problems of formation of professional competence which is considered as the integrated property of the person possessing a complex of professionally significant for the future teacher of physical culture qualities. The study identified the concept of professional competence of the future teacher, value orientations. The classification of value orientations of the future teacher of physical education which allows to adapt more successfully masters to modern educational processes is proved. The importance of the teacher's value orientations in the modern process of forming the moral beliefs of future teachers is determined. One of the possible ways of forming professional competence in the process of training future physical education teachers through interactive interaction is presented. It is this system of training allows by determining the general laws of psychology and pedagogy, specifying their basic provisions to determine the specifics of coaching.