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Pedagogical Conditions of Readiness of Future Physical Education Teachers for Innovation and Leadership at New Ukrainian School
Author(s) -
Олена Отравенко,
Lina Bugayova,
Leonid Novitsky
Publication year - 2021
Publication title -
vìsnik lugansʹkogo nacìonalʹnogo unìversitetu ìmenì tarasa ševčenka. fìlologìčnì nauki
Language(s) - English
Resource type - Journals
ISSN - 2227-2844
DOI - 10.12958/2227-2844-2021-2(340)-2-54-64
Subject(s) - ukrainian , competence (human resources) , physical education , psychology , professional development , mathematics education , pedagogy , physical culture , social psychology , medicine , philosophy , linguistics , alternative medicine , pathology
In the work, the main attention is paid to the development and implementation of pedagogical conditions, the establishment of criteria and characteristics of readiness of future physical culture teachers for innovations and leadership in the conditions of the New Ukrainian School. The following pedagogical conditions have been determined: development of innovative and professional competence in teaching disciplines of the professional training cycle in higher education applicants majoring in «Secondary Education (Physical Education)»; assistance in the development of leadership qualities of student youth in the conditions of the New Ukrainian school by means of physical education (during the period of pedagogical (work experience) practice). New types of physical activity have been introduced into the physical education lessons: kid's strength, aero kids, fitball, functional training «Intelligent Body» with game elements; interactive teaching methods based on learning through acting, reproducing situations, relationships, tasks of students’ daily activity. Comparison of the experimental data has shown that as a result of the introduction of pedagogical conditions of readiness for innovations and leadership of future physical culture teachers in the conditions of the New Ukrainian School, positive changes occurred in the experimental classes. Thus, in grade 3, the number of students with a high level increased from 8.3% to 14.0%. The control group has shown almost no changes. This demonstrates the effectiveness of the introduction of interactive teaching methods, functional training with game elements, games and game situations for initiative and leadership development.

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