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1 UDC:79 N.A. Kuznetsova, Shadrinsk Professional and Pedagogical Competence of a Physical Education Teacher The components of professional and pedagogical competence of a physical education teacher are characterized. Competence, professional and pedagogical competence, teacher of physical culture. N.A. Kuznetsova, Shadrinsk Professional-pedagogical competence a teacher of physical culture Are characterized by the components of the professional-pedagogical competence of the teacher of physical culture. Keywords: Competence, professional and pedagogical competence, physical education teacher. the main goal modern education compliance with the current and future needs of the individual, society and the state, the preparation of a diversified personality of a citizen of his country, capable of social adaptation in society, work, self-education and self-improvement. A teacher who thinks freely and broadly, predicts the results of his activity and, in accordance with this, competently models the educational process, is a guarantor of achieving the goals set. That is why, at present, the demand for highly qualified, creatively thinking teachers who are able to educate a harmoniously developed and competitive personality in a modern, dynamically changing world has sharply increased. Only truly competent teachers can solve such a problem, that is, those who are able to think freely and outside the box, make confident decisions in any problem situation, competently solve the pedagogical tasks they face, and be capable of constant professional and personal self-improvement. Thus, the actual problem is the formation of professional and pedagogical competence of a teacher, which is understood as a set of professional and personal qualities required for successful pedagogical activity. A professionally competent teacher can be called a teacher who, at a sufficiently high level, carries out pedagogical activities, pedagogical communication, achieves consistently high results in teaching and educating students. The professional competence of a teacher, according to A.K. Markova, V.A. Slastenin, this is a complex education, which includes a complex of knowledge, skills, properties and qualities of a person, which provide variability, optimality and efficiency of building an educational process and a specific building of teaching a particular discipline. A.K. Markova distinguishes the following types of professional competence: special (possession of professional activities at a high level, the ability to design one's professional development), social (possession of collective professional activities and methods of professional communication, formation of social responsibility for the results of one's activities), personal (possession of experience in personal self-regulation, methods of self-expression, self-development, the ability to resist professional
2 personality deformations) and individual (possession of methods of self-realization and development of individuality, creativity, readiness for professional growth). From the point of view of A.S. Belkina, V.V. Nesterova, pedagogical competence is a set of professional and personal qualities that ensure the implementation of competencies. The structure of pedagogical competence, in their opinion, is represented by a number of competencies: - cognitive competence (professional and pedagogical erudition); - psychological (emotional culture - the culture of sensations and perceptions, the culture of the word and emotional states , emotional susceptibility; psychological vigilance); - communicative (culture of communication and pedagogical tact); - rhetorical (professional culture of speech); - professional and technological (possession of pedagogical technologies); - professional informational (orientation in the information space, search, evaluation, use and storage of the information received in the educational process); - monitoring competence (skills of science-based study, tracking the phenomena of pedagogical reality, observation, analysis and forecasting of their development). N.V. Kuzmina identifies special, psychological-pedagogical, differential-psychological, methodological groups and reflection of pedagogical activity in the structure of pedagogical competence. We are interested in the structure of professional and pedagogical competence of a teacher of physical culture. The pedagogical activity of a physical education teacher has its own specifics associated with the implementation, in addition to the main (constructive, organizational, communicative and gnostic) types of pedagogical activity, also its motor component. In addition, according to the normative documents, a teacher of physical culture should be ready to carry out teaching and educational, social and pedagogical, cultural and educational, scientific and methodological, organizational and managerial, physical culture and sports, health and recreational activities. After analyzing various approaches to the structure of pedagogical competence (I.D. Demakova, L.G. Loginova, E.A. Lutseva, T.V. Sikorskaya, S.A. Khazova, etc.), we offer our own view on professional and pedagogical competence of the teacher of physical culture. We consider the following to be its main components. Gnostic (cognitive) competence is manifested in the knowledge of the content of the subject of physical culture, the laws of physical development and psychology of students, as well as self-knowledge of the teacher. It includes the ability to research and diagnose individual students / pupils and the team, the levels of education and upbringing of students, the levels of their physical development and sports readiness, etc., oneself as a subject of activity. Gnostic competence presupposes that the teacher possesses psychological and pedagogical knowledge, knowledge in the field of the discipline being taught (basics of the theory of physical education, cultural and historical foundations of physical culture and sports, possession of the basics of knowledge of the Olympic movement, knowledge of the medical and biological foundations of motor activity, knowledge of safety rules); having experience in the field of ways of forming knowledge, skills and abilities of students, in the field of processes
3 communication with pupils, in the field of formation of motives and development of students' abilities. Constructive competence includes the ability to design a lesson/training session, extracurricular activities, multi-level tasks, independent work students, communication, etc., namely, planning and modeling upcoming activities (own and students), choosing and structuring the content, means, methods, forms of organizing educational / educational activities, highlighting the stages of activity and setting goals. Organizational (managerial) competence of a physical education teacher lies in the ability to organize the educational process, physical education activities of students and teacher behavior. For example, the correct presentation of educational material in a lesson consists in setting specific tasks for students, revealing the meaning of their solution, showing and explaining physical exercises, and helping students in their implementation. The management of students ensures the mobilization of their attention, the precise implementation of constructions and rebuildings, preparation for motor activity, the development of certain types of exercises, the dosage of physical activity. The teacher builds his behavior based on the need to rationally distribute attention, choose the appropriate tone of communication with students, and control his actions. Good organization of students' independent activities is a typical sign of a teacher's experience. Masters of pedagogical work are also distinguished by a high level of self-organization. Especially important is the role of the teacher's organizational competence in conducting extra-curricular mass physical culture, sports and health-improving and recreational work with school students. The profession of a teacher, including a teacher of physical education, belongs to the professions of "increased speech responsibility", in which a prerequisite for professionalism is communicative competence, and within it conflictological (the ability to constructively relate to conflicts, possession of methods for analyzing and resolving them) and rhetorical competence ( culture of speech interaction). The professional speech of the teacher of physical culture within the framework of the training session has its own characteristics related to motor speech coordination, the importance of the effectiveness of the words of the teacher-trainer, laconism and clarity of speech, the active use of non-verbal means for productive work in the acoustics of a large gym, swimming pool, stadium. Pedagogical communication of a physical education teacher involves the ability to work both with a class team of students and a sports group of schoolchildren (at physical education lessons, classes in sports sections, competitions), and with large groups of students during sports events, health days, sports holidays and evenings. These skills are formed throughout the work at the school and contain the skills of communication with students, their parents, teachers and school management, public and other organizations. The research competence of a physical education teacher is associated with solving cognitive problems, searching for non-standard solutions, collecting and processing information that provides the ability for creative innovation. Manifested in the ability to formulate problems and use heuristic methods to solve them, in the ability to analyze, interpret and creatively use theoretical knowledge, apply it in the practice of research, the ability to work with literary sources, to conduct practical experimental studies, observe
4 facts, collect and process statistical data, draw up research results, implement the results into practice, successfully organize their own research activities, the ability to assess the quality of research in the context of sociocultural conditions, ethical standards of professional activity. Motor competence is a specific feature of the work of a physical education teacher. It is determined by the content of the subject itself, both physical education lessons and extra-curricular sports events. Due to the dynamism, saturation of classes with various movements, the teacher needs to rationally choose his place on the sports ground or in the hall, organize movements in a timely manner, and be proficient in the technique of physical exercises, methods of helping and insuring schoolchildren. An essential part of the work of a physical education teacher is the manufacture and repair of sports equipment and equipment, the preparation of playgrounds, running tracks and sectors for athletics, etc., which is directly related to the performance of the economic functions of a teacher. We consider it important to include the competence of professional and personal self-improvement in the structure of professional and pedagogical competence of a physical education teacher, which is understood as a system of professional and personal qualities that determine the ability of a teacher to continuously improve their effectiveness in the professional field and cultural and personal growth. Structural competence of professional and personal self-improvement, according to K.A. Marinchenko, includes value-semantic, cognitive-theoretical and operational components. The composition of the competence of professional and personal self-improvement of physical education teachers includes: creative life values and morally justified attitudes towards career growth and development of potential intellectual and motor abilities in the process of professionally applied physical training; experience of self-development and self-regulation; effective professional knowledge, skills, orientation in professional situations that require improvement of methods of activity; willingness to set and solve professional tasks that require a departure from stereotypes and self-change; skills in the preparation of individual health programs, assessment and correction of posture and physique; methods of self-regulation of psycho-emotional states. Based on modern requirements for the professional competence of a physical education teacher, it is possible to single out the main ways of developing his pedagogical competence: - work in methodological associations, creative groups, research activities; - innovative activity, development of new pedagogical technologies (interactive), introduction of new means of assessing learning outcomes, new forms of control; - broadcasting their own teaching experience, speaking at scientific and practical conferences, active participation in pedagogical competitions and festivals, publishing articles and methodological developments; - use of information and communication technologies, interactive tools learning; - continuous professional and personal self-improvement, regular attendance of advanced training courses, participation in trainings aimed at improving professional skills and personal growth; - maintaining good physical shape, improving physical
5 qualities and motor skills. The implementation of these ways contributes, in our opinion, to the formation of the competence of professional and personal self-improvement, as well as gnostic (cognitive), constructive, organizational (managerial), communicative, research, and motor components that form the professional and pedagogical competence of a physical education teacher. REFERENCES 1. Belkin, A.S. Pedagogical competence [Text]: textbook / A.S. Belkin, V.V. Nesterov. Yekaterinburg: Educational book, p. 2. Kuzmina, N.V. Subject of acmeology [Text] / N.V. Kuzmin. SPb. : Polytechnic, p. 3. Marinchenko, K.A. Formation of the competence of professional and personal self-improvement of future teachers of physical culture at the university [Electronic resource]: abstract of dissertation .... cand. ped. Sciences: / K.A. Marinchenko. Eagle, p. // Library of dissertations. Access mode: 4. Markova, A.K. Psychology of professionalism [Text] / A.K. Markov. M.: Knowledge, p. 5. Modular program for the formation and development of psychological and pedagogical competence of physical education teachers in general education institutions (for three age groups: primary, secondary and senior levels) [Electronic resource]: advanced training program for physical education teachers (additional pedagogical education) // Generation of documents Access mode: 6. Petunin, O.V. Formation of professional skills of a physical education teacher [Text] / O.V. Petunin. M.: Enlightenment, p. 7. Slastenin, V.A. Pedagogy [Text]: textbook. allowance for universities / V.A. Slastenin, I.F. Isaev, E.N. Shiyanov; ed. V.A. Slastenin. 3rd ed., stereotype. M. : Academy, p. 8. Tumanova, O.I. Formation of constructive-motor competence of future teachers of physical culture, taking into account sports specialization [Electronic resource] : author. dis.... cand. ped. Sciences: / O. I. Tumanova; NGUFKSiZ them. P. F. Lesgaft. St. Petersburg, p. // Science/Pedagogy. Access mode: 9. Khazova, S.A. Competence of a competitive specialist in physical culture and sports [Electronic resource]: monograph / S.A. Khazov. Academy of Natural History, Scientific e-library: monographs published by the publishing house of the Russian Academy of Natural Sciences. Access mode:
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Institute of Physical Culture, Sports and Tourism
Professional competence of a sports teacher
Krasnoyarsk 2012
Introduction
1. The concept of competence
2. Model of a sports teacher
List of used literature
Introduction
The professional competence of a teacher of physical culture and sports is determined by how skillfully he applies fundamental theoretical knowledge in the practice of physical education and upbringing of students, how sensitively he reacts to the changes that occur in the educational system, what are the results of creative search in educational and organizational work. Professional competence in the first place is pedagogical skill, pedagogical technique, pedagogical culture and pedagogical tact of the teacher.
The professional competence of a teacher is a synthesis of psychological and pedagogical thinking, professional and pedagogical knowledge, skills and abilities, emotional and volitional means, which, in conjunction with personality traits, allow him to successfully solve educational problems.
It is known that the effectiveness of each of them largely depends on the methods and methods of application. Pedagogical technique is of particular importance in the process of communication. The ability to present the content of educational material at a level corresponding to the level of students' readiness for its perception and taking into account the personal characteristics of students in the process of communication are the most important indicators of a teacher's possession of not only knowledge, but also the basics of pedagogical technology.
Taking into account the above judgments, the topic “Professional competence of a sports teacher” was formulated.
The purpose of the work: The study of the professional competence of a sports teacher
Tasks of this work:
1. Expand the concept of competence
2. Consider the model of a sports teacher
1. The concept of competence
Competence is understood as an alloy of knowledge, skills and experience that allows you to productively perform a certain job (M.V. Prokhorova). The criteria for assessing competence are the requirements:
* professiogram,
Competence assessment can be carried out from various positions:
1. Management approach, where the management cycle is taken as the basis.
2. Functional approach (according to the structure of pedagogical activity - N.V. Kuzmina or the structure of pedagogical activity of a specialist in M.V. Prokhorova) [Adapted version of the structure of managerial activity of the economic manager E.S. Zharikov].
In the latter approach, competency blocks are grouped as follows:
1. Strategic competence: thinker, personnel officer, innovator.
2. Organizational competence: organizer, staff officer, supplier (financier), controller.
3. Communicative competence: educator, diplomat, social activist (self-presenter).
According to M.V. Prokhorova's self-assessment of the competence of a specialist in physical culture and sports fluctuates on average - 60-80% from the ideal 100%, which can be considered a fairly high assessment. These studies made it possible to determine the levels of professional competence:
* low - up to 50%,
* medium - up to 70%,
* optimal - more than 70%.
As it turned out, teachers-organizers have the lowest competence. Higher - teachers of physical culture. Then come the teachers of physical education departments. Trainers have the highest competence.
Studies have shown that teachers - organizers revealed an insufficient level of job satisfaction. Below the average level, competence in organizational, educational, and financial activities was revealed. This is due to the insufficient level of special education for this category of specialists.
The teachers of physical culture have the highest indicators of competence in the organizer block. Competence in the innovative component is poorly expressed. Physical culture teachers are more competent in the issues of the educational and methodological plan than in the issues of educational activities.
Instructors-methodologists feel lack of competence in innovative activity.
M.V. Prokhorova together with Sh.M. Bakhtybekova also studied the competence of class teachers in matters of physical education of students. It was revealed that 30% of them do not clearly understand their functions in this matter, 28% note a lack of knowledge in the field of physical education; 18% believe that they do not have sufficient practical skills in organizing and conducting sports events.
Analysis of the competence of teachers of the departments of physical education of the university (M.V. Prokhorova, N.V. Popova) showed:
The higher the experience, the higher the self-esteem of the teacher. The highest level of self-assessment of professional competence is observed in blocks: organizer, educator, strategist. The lowest is a social worker, supplier, controller. The level of self-assessment of teachers is related to their idea of the significance of a particular block of competence. For young teachers, the greatest difficulties are manifested in the thinker and controller blocks. They appreciate the importance of innovation activity more highly. However, with increasing status, the level of significance of innovations decreases. Teachers with more than 15 years of experience give the highest rating to the importance of the HR unit. Apparently, this is due to a higher position and more experience working with people, which makes you think about compatibility, about transferring experience to younger ones.
2. Modelsports teacher
The work of a sports teacher is complex and diverse. He himself must be fully prepared physically (be slim, fit, neatly dressed), know the theory and practice of performing physical exercises, and master the teaching methodology. A modern teacher should know:
* intersubject communications;
The orientation of the content of physical education classes should be devoted to solving educational, educational, health-improving, training and competitive tasks. The solution of these problems largely depends on the professional competence of the teacher, his motor readiness, organizational skills, moral, aesthetic, speech culture, didactic abilities, communicative culture. He must analyze scientific and theoretical publications on the issues of physical culture, share experience with other colleagues, have methodological developments and improved, pilot programs. A physical education teacher must be able to introspect and analyze lessons, be able to conduct them in difficult conditions, introduce innovations, inventions into the educational and training process, conduct credit lessons, develop testing and homework for students.
A feature of professional work is the connection of its activities with the upbringing of children. The teacher is a fine connoisseur of the child's soul. He must approach students with knowledge of his business, understand age characteristics, and know the ways of educating a future citizen. A sports teacher, unlike other teachers, spends much more time together with the guys, so he can find in the student what remains hidden from others.
The mentor should form and develop social activity among students, help students to reveal their abilities. In the field of physical culture, general pedagogical tasks of forming a harmoniously developed personality and a healthy lifestyle are solved. The personal example of the teacher in many ways contributes to the education of the personality of the child.
A sports teacher should rely on the pedagogy of cooperation with children, with their parents, with colleagues at work. Deep knowledge, skill, will, endurance, calmness, confidence, tact help the teacher of physical culture to successfully solve the tasks. A sports teacher has to educate students in the spirit of overcoming difficulties, leading them along the path “from simple to complex”, from studied to unexplored, i.e. all the time to create a system of promising directions for students in the pursuit of self-improvement.
In lessons and sports training, the teacher constantly pays attention to the behavior of students in the hall, to relationships with peers, elders, and parents. The teacher of physical culture achieves from students through painstaking systematic work the content in the order of sports uniforms, cleanliness in the gym, in locker rooms, showers, toilet rooms. Experience shows that such concepts as “kindness”, “cordiality”, “sensitivity”, “mindfulness”, “individual approach to students” are associated with education, which must be combined with strictness and exactingness towards pupils. A teacher of physical culture without passion for his work, without devotion to him, without constant creative search, purposefulness, courage, innovation will never deserve the authority and love of students, their deep sincere respect.
The concept of "pedagogical talent" includes such professional qualities as a sense of proportion in the manifestation of exactingness and encouragement, intuition and sensitivity in a complex system of interconnection with students, pedagogical observation (the ability of a teacher to predict the development of individual facts and the entire behavior of the student as a whole), exactingness, high pedagogical skills, i.е. perfect mastery of their subject, a way of transferring knowledge about the subject to students. The duty of a physical education teacher is to teach children to do morning exercises on their own, to conduct a physical education warm-up and training not only personally, but also with friends, younger students. This is one of the promising tasks of the teacher. To solve it, he involves parents, conducting various methodological classes for them and open lessons in physical education and sports training.
The second, no less important, sports task is to prepare parents for physical exercises at home. Our long-term research shows that more than half of parents know how to ski, skate, ride a bike, play some kind of sports or outdoor game, etc. The teacher of physical culture needs to be aware of this and equip parents with a methodology for conducting physical education and sports classes, taking into account the age characteristics of the child. In order to have authority among students, a teacher of physical education must constantly monitor himself, his manners, speech, not “pressure” his knowledge, but willingly pass it on to students. The speech of the teacher of physical culture should be figurative and understandable to students. Knowledge of terminology, its understanding and use by students helps them quickly master educational material; the teacher's explanation becomes clear, simple and accessible to them.
Pedagogical skill is not an innate quality, it is acquired in the process of labor. In the course of communication between the teacher and students at physical education lessons, sports trainings and competitions, during other sports events, the teacher develops two emotional poles of communication. He must constantly remember that a real educational effect is obtained when it is possible to organize relationships that are based on positive emotions. The teacher and the student make up a single system united by a common goal: the teacher transfers knowledge, skills, and the student perceives and consolidates them in physical education lessons, sports sections, competitions, etc., that is, there is an exchange of information, organization of relationships, knowledge child's personality.
Pedagogical tact is the observance by the teacher of a sense of proportion in communicating with children in a wide variety of fields of activity, the ability to choose the right approach to students in the system of educational relations with them. The pedagogical tact of the teacher is based on universal principles of morality. The teacher of physical culture (trainer) is required not only the ability to feel the aesthetic side of physical exercises, but also the ability to reveal it to students. Here the special talent of the teacher and, of course, the corresponding artistic and aesthetic culture are manifested. In this case, art can come to the aid of the teacher - a wide range of musical, plastic associations will help to give a sensually perceptible image of the desired action, result. A sports teacher in the process of lessons and sports training teaches schoolchildren to form themselves, gives knowledge about the mechanism of owning their body, teaches them to feel the exercises and manage them. Attention should be paid to internal conscious concentration, understanding the meaning of physical exercise by each student. It is necessary to awaken in the child the need to improve, to create beauty in himself. The formation of the aesthetic qualities of a person cannot be developed without the education of moral qualities, the development of spirituality. To develop strength, dexterity, a beautiful figure, it is necessary to show strong-willed efforts, patience, courage. A sports spirit is not only an ambitious enthusiasm, but, of course, sports behavior that excludes deceit, meanness, rudeness, and betrayal. This is where the ethics and aesthetics of sports merge. Unsportsmanlike behavior, ugly deeds must certainly have an aesthetic coloring. In the future, a sports teacher will solve the following tasks: fostering a sense of beauty; education of bodily beauty; education of ethics of behavior; education of creative activity.
competence teacher physical education
conclusions
1. Competence is understood as an alloy of knowledge, skills and experience that allows you to productively perform a certain job (M.V. Prokhorova). The criteria for assessing competence are the requirements:
* qualification characteristics,
* professiogram,
* functional duties.
2. The work of a sports teacher is complex and diverse. He himself must be fully prepared physically (be slim, fit, neatly dressed), know the theory and practice of performing physical exercises, and master the teaching methodology. A modern physical culture teacher should know:
* goals and objectives of physical culture;
* the general concept of the scientific content of the subject;
* state of the art physical culture in the city, region, Russia and abroad;
* the place and role of the subject "Physical Education" among other subjects of the school curriculum;
* intersubject communications;
* advanced pedagogical experience and be able to implement it in their work.
List of used literature
1. Basova N.V. Pedagogy and practical psychology. - Rostov n / a: "Phoenix", 2004.-416s.
2. Branet J. Cretty. Psychology in modern sports.-M.: Physical culture and sport, 2005.-432p.
3. Vulfov B.3., Ivanov V.D. Fundamentals of pedagogy in lectures, situations, primary sources: Tutorial. - M.: Publishing house of URAO, 2006.-288s.
4. Korotov V.M. Introduction to Pedagogy. - M.: Publishing house of URAO, 2003.-256 p.
5. Likhachev B.T. Pedagogy: Course of lectures. - M.: Promethen, 2000 -528s.
6. Pedagogy: pedagogical theories, systems, technologies:
Proc. allowance for students / S.A. Smirnov and others - M .: Publishing Center "Academy", 20079. - 544 p.
7. Podlasy I.P. Pedagogy: Proc. for stud. higher ped. textbook manager - M.: Enlightenment: Humanit. ed. center "Vlados", 2006.-432 p.
8. Smirnov V.I. General pedagogy in theses, definitions, illustrations. - M.: Ped. Society of Russia, 2003. - 416 p.
9. Stefanovskaya T.A. Pedagogy: science and art. Lecture course. Proc. allowance for students. lecturer, graduate students - M.: Publishing House "Perfection", 2008. - 368 p.
10. Kharlamov I.F. Pedagogy: Textbook. - 3rd ed., revised. and additional -M.: Jurist, 2007. - 512 p.
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UDC 796.011
FORMATION OF SPORT AND HEALTH COMPETENCE OF FUTURE TEACHERS ON THE BASIS OF MOBILE LEARNING
R.S. Nagovitsyn
The training of future teachers in the context of the transition to a competency-based approach in education requires the strengthening of innovative pedagogical technologies that should be used in teaching students. On the basis of a comprehensive study of the varieties of mobile learning, we have identified a classification of software for the effective development of a physical culture and healthy lifestyle among students through the development of physical culture and health-improving competence. The formation of physical culture and health-improving competence of students through the introduction of mobile learning will make it possible to implement learning technologies that meet the modern needs of young people and are aimed at innovation, creativity, initiatives and interests of the teacher and students.
Key words: mobile learning, health and fitness
competence, taxonomy, sports and healthy lifestyle, software, model.
Modern higher education is aimed at the formation of a professional with a sufficient level of professional competence. The restructuring of the education system has set higher education institutions the task of improving the professional training of future specialists. As part of the formation of a new paradigm of higher professional education, the issues of ensuring the student's social adaptation to changing living conditions are becoming essential. Within the framework of professional pedagogical training, this task acquires strategic importance, since the future teacher must be able to create conditions for the development of educational space. Thus, the work on training future teachers in the context of the transition to a competency-based approach in education requires the strengthening of innovative pedagogical technologies, which should be used both in teaching students and in implementing their practical training. Scientific and pedagogical research shows that obtaining new educational outcomes impossible within the framework of traditional approaches to the formation of professional qualifications of teachers. The restructuring of the education system has set the task of comprehensively improving professional training, including the physical culture and health-improving activities of future specialists, for universities. The problem situation is determined by the currently existing contradictions between:
The society's awareness of the urgent need for the harmonious physical development of the individual and maintaining health through the formation of a physical culture and healthy lifestyle of students and the lack of organizational and pedagogical conditions for the formation of physical culture and health-improving competence of students;
The imperfection of the traditional methodological base for the formation of a physical culture and healthy lifestyle of students and the wide opportunities for the formation of sports and health-improving competence of young people based on the introduction of innovative and non-traditional sports and health-improving technologies that meet the modern needs of young people, aimed at humanizing the educational and health-improving process, taking into account innovations, creativity, initiative and interests of the teacher and students;
Increasing requirements of regulatory documents to the quality of pedagogical education and insufficient use in educational practice of the potential for the formation of physical culture and health competence of students.
In this regard, the training of future specialists leading a physical culture and healthy lifestyle on the basis of the formation of their physical culture and health-improving competence is of particular relevance.
The purpose of the study: the formation of sports and health-improving competence of future teachers on the basis of the introduction of information technologies, represented by mobile learning, in the educational process for the formation of a sports and healthy lifestyle of the younger youth.
The hypothesis of the study is that the formation of physical culture and health-improving competence of future specialists will be effective if:
A mobile learning technology will be developed based on the compilation of a complex of special software aimed at the formation of a physical culture and healthy lifestyle of students;
The formation of physical culture and health-improving competence will be carried out using an interdisciplinary approach to learning, namely academic disciplines ah "Physical culture", "Age anatomy, physiology and hygiene", "Life safety", "Fundamentals of medical knowledge and a healthy lifestyle".
The need to ensure the integrity of the training process also determines the need to adhere to a unified approach to the development of training content and taking into account interdisciplinary links. It is designed on the basis of a selection of tasks aimed at the analysis of competencies.
The analysis of the scientific and methodological literature, in particular, the theories of classifications and systematization, allowed us to determine the educational technology of B. Bloom as a priority for our study. B. Bloom's taxonomy combines specific learning outcomes (knowledge, understanding, application) with the mental operations necessary to achieve them (analysis, synthesis, evaluation). It proposes a system of learning levels that have qualities that allow them to be used in the practice of developing a test tool.
1. Knowledge. This category denotes the memorization and reproduction of the studied material. We can talk about various types of content - from specific facts to holistic theories. A common feature of this category is the recall of relevant information. The student knows (remembers and reproduces) the terms used, specific facts, methods and procedures, basic concepts, rules and principles.
2. Understanding. An indicator of the ability to understand the meaning
what has been studied can be the transformation (translation) of material from one form of expression to another - its “translation” from one “language” to another (for example, from a verbal form to a mathematical one). As an indicator of understanding, the student's interpretation of the material (explanation, summary) or an assumption about the further course of phenomena, events (prediction of consequences, results) can also act. Such learning outcomes are superior to mere memorization of the material. The student: understands facts, rules and principles;
interprets verbal material, diagrams, graphs, diagrams; transforms verbal material into mathematical expressions; tentatively describes future impacts based on available data.
3. Application. This category denotes the ability to use the studied material in specific conditions and in new situations. This includes the application of rules, methods, concepts, laws, principles, theories. Appropriate learning outcomes require a higher level of proficiency than comprehension. The student: uses concepts and principles in new situations; applies laws, theories in specific practical situations; demonstrates the correct application of a method or procedure.
4. Analysis. This category refers to the ability to break down material into its component parts so that its structure is clearly visible. This includes isolating the parts of the whole, identifying the relationships between them, understanding the principles of organizing the whole. Student: Highlights
hidden (implicit) assumptions; sees errors and omissions in the logic of reasoning; draws a distinction between facts and consequences; evaluates the significance of the data.
5. Synthesis. This category denotes the ability to combine elements in such a way as to obtain a whole that has novelty. Such a new product can be a message (speech, report), an action plan, schemes that organize the available information. Achieving relevant learning outcomes involves creative activities aimed at creating new schemes and structures. Student: writes a short creative essay; proposes a plan for the experiment; uses knowledge from various fields to make a plan for solving a particular problem.
6. Evaluation. This category denotes the ability to evaluate the value of a particular material (statements, artwork, research data, etc.). The student's judgments should be based on clear criteria: internal (structural, logical) or external (correspondence to the intended goal). Criteria can be determined by the student himself or offered to him from outside, for example, by a teacher. This category involves the achievement of learning outcomes of all previous categories. The student evaluates: the logic of constructing the material in the form of a written text; the correspondence of the conclusions to the available data, the significance of a particular product of activity, based on internal criteria; the significance of a particular product of activity, based on external criteria.
Analysis of the competencies of the academic disciplines "Physical Education", "Life Safety", "Fundamentals of Medical Knowledge and Healthy Lifestyle" and "Age Anatomy, Physiology and Hygiene" of the Federal State Educational Standard of Higher Professional Education in the direction of training "Pedagogical Education", built on the basis of determining the elements of pedagogical technologies according to the classification and systematization of B. Bloom, allowed us to present a model of physical culture and health-improving competence of students (Fig. 1).
Modern approaches to the organization of the pedagogical process in educational institutions of various levels imply the widespread use of information technologies, including mobile learning - learning that is independent of time, place and content of the subject. Computerization of the educational process increases the role of teaching aids and, unlike traditional forms organization of the educational process, such tools are transformed into universal ones, which allows them to be improved on the basis of general principles based on conceptual approaches to learning.
Physical culture Life safety Fundamentals of medical knowledge and a healthy lifestyle Age anatomy, physiology and hygiene
OK - 5 Readiness to use the methods of physical education and self-education to increase the adaptive reserves of the body, improve health PC - 8 Readiness to ensure the protection of life and health of students in the educational process and extracurricular activities OK - 1 Possession of a culture of thinking, the ability to communicate, analyze, perception of information, setting a goal and choosing ways to achieve it OK - 9 Ability to work with information in global computer networks OK - 11 Willingness to use basic methods of protection against possible consequences of accidents, disasters, natural disasters OPK - 1 Awareness of the social significance of their future profession, possessing motivation for the implementation of professional activities PC - 8 Readiness to ensure the protection of life and health of students in the educational process and extracurricular activities PC - 11 The ability to develop modern pedagogical technologies, taking into account the characteristics of the educational process, the tasks of education and personal development OK - 5 Willingness to use the methods of physical education and self-education to increase the body's adaptive reserves, health promotion OK - 11 Willingness to use basic methods of protection against possible consequences of accidents, disasters, natural disasters OPK - 4 Ability to be responsible for the results of their professional activities PC - 2 The ability to solve the problems of education and spiritual and moral development of the personality of students PC - 8 Readiness to ensure the protection of life and health of students in the educational process and extracurricular activities OK - 1 Possession of a culture of thinking, the ability to communicate, analyze, perceive information, set goals and choosing ways to achieve it OK - 5 Willingness to use the methods of physical education and self-education to increase the adaptive reserves of the body, improve health PC - 8 Readiness to ensure the protection of life and health of students in the educational process and extracurricular activities activities
Physical culture and health-improving competence of students ________________
Knowledge: methods of physical education and self-education to improve
adaptive reserves of the body, health promotion, ensuring the protection of life and health of students in the educational process and extracurricular activities, protection from the possible consequences of accidents, catastrophes, natural disasters; the foundations of their professional activities, including the education and spiritual and moral development of the personality of students, the culture of thinking, the ability to communicate, analyze, perceive information, set a goal and choose ways to achieve it, work with information in global computer networks to develop modern pedagogical technologies, taking into account the peculiarities educational process, tasks of education and development of the individual.
Continuation of fig. one
Application: means of health promotion, ensuring the protection of life and health of students in the educational process and extracurricular activities, protection from the possible consequences of accidents, catastrophes, natural disasters; education and spiritual and moral development of the personality of students, culture of thinking, ability to generalize, analyze, perceive information, set a goal and choose ways to achieve it, work with information in global computer networks; using the results of their professional activities, methods of physical education and self-education to increase the adaptive reserves of the body, modern pedagogical technologies, taking into account the peculiarities of the educational process, solving the problems of education and personal development and motivation for the implementation of professional activities.
Analysis: vision of responsibility for the results of their professional activities and the social significance of their future profession; analysis of the influence of methods of physical education and self-education to increase the adaptive reserves of the body, improve health, ensure the protection of life and health of students in the educational process and extracurricular activities, protection from the possible consequences of accidents, catastrophes, natural disasters; identifying the need for education and spiritual and moral development of the personality of students, a culture of thinking, the ability to generalize, analyze, perceive information, set a goal and choose ways to achieve it, work with information in global computer networks; carrying out the development of modern pedagogical technologies, taking into account the peculiarities of the educational process, solving the problems of education and development of the individual and awareness of motivation for the implementation of professional activities.
Synthesis: combining methods of physical education and self-education for
increasing the adaptive reserves of the body, strengthening health, ensuring the protection of life and health of students in the educational process and extracurricular activities, protection from the possible consequences of accidents, catastrophes, natural disasters; compiling the content of education and spiritual and moral development of the personality of students, the development of a culture of thinking, the ability to generalize, analyze, perceive information, set a goal and choose ways to achieve it, schemes for working with information in global computer networks; proposal for the development of modern pedagogical technologies, taking into account the peculiarities of the educational process, solving the problems of education and personal development; distribution of responsibility for the results of their professional activities and social significance and motivation for the implementation of their future profession.
Evaluation: the effectiveness of the results of their professional activities and the social significance of their future profession; the influence of methods of physical education and self-education to increase the adaptive reserves of the body, improve health, ensure the protection of life and health of students in the educational process and extracurricular activities, protection from the possible consequences of accidents, catastrophes, natural disasters; the logic of education and spiritual and moral development of the personality of students, the culture of thinking, the ability to generalize, analyze, perceive information, set a goal and choose ways to achieve it, work with information in global computer networks; reflection on the development of modern pedagogical technologies, taking into account the peculiarities of the educational process, solving the problems of education and development of the individual and motivation for the implementation of professional activities._
Rice. 1. Model of physical culture and health-improving competence
student
Note: OK - general cultural competencies; OPK - general cultural
competencies; PC - professional competencies
According to a survey of students in terms of the problem we are interested in, the leading place is occupied by motivation (to be interesting and to be able to tell friends); mobility (so that you can study anywhere, and it is best not to go to school); individuality (so that you can learn at any time). The approaches listed above allow us to assume that mobile learning technologies can be used to form the sports and health-improving competence of future teachers. It should be recognized that in the present conditions it will not be possible to achieve an ideal final result. The theory of inventive problem solving teaches us that the system itself (at the expense of resources) performs the desired action. In our case, the information and pedagogical resource - "experience accessible to the perception of the student" must itself penetrate into the information field of the student. Today, this description is most accurately reflected in the concept of mobile education.
The desire to create modern electronic educational tools in the spirit of the concept of mobile learning is observed all over the world. At the same time, the principle is the same: through electronic means, an educational space is purposefully created that meets a certain request (society or state). In it, it seems to us, the students develop qualities and skills, such as media literacy, critical thinking, the ability to solve creative problems, the ability to think globally, the willingness to work in a team and civic consciousness - everything that is so necessary for a modern person.
In the educational model of mobile learning, information technology is used to create an environment in which the student interacts with the computer one-on-one. The concept involves the use of a specially designed device that students and teachers can use both at school and at home. The presence of the Internet is a required component of this tutorial model. Mobile learning eliminates the need for dedicated computer labs and gives the teacher the freedom to provide students with online applications as educational opportunities exist.
When examining the complex of software products presented in the App Store Downloads on iTunes in the Health and Fitness category, we counted more than 40,000 applications, which, of course, requires classification.
Under training programs designed to form ideas about physical education and a healthy lifestyle,
we understand electronic pedagogical tools as part of an information and pedagogical resource intended for transmission educational information, control of knowledge of students and the formation of skills in the framework of the development of ideas about a healthy lifestyle of students. The system of training programs for students of a pedagogical university should be built on the implementation of the requirements of the federal educational standard for the subjects presented in the model and focused on obtaining new educational results that involve the formation of the competencies presented above. The basis for classification is usually the features learning activities trained in the use of the programs. Many authors distinguish four types of training programs: training and control; mentoring; simulation and modeling; educational games .
Considering the training software for the implementation of the formation of a physical and healthy lifestyle, we propose the following classification:
Software for organizing the student's regime;
Reference software;
Software for assessing the physical parameters of students;
Software that simulates the work of a teacher-trainer.
On the basis of studying the varieties of mobile learning, we have identified a classification of software for the effective development of a physical culture and healthy lifestyle among students through the formation of physical culture and health-improving competence according to the systematization of B. Bloom's learning levels (Fig. 2.).
Conclusions. Mobile learning, which is represented by the author's software package, will be gradually introduced into the educational process of the university. The content of the disciplines "Physical Education", "Age Anatomy, Physiology and Hygiene", "Life Safety", "Fundamentals of Medical Knowledge and Healthy Lifestyle" will include modules on the formation of physical culture and health competence of students using mobile devices with a software package for effective development of physical culture and healthy lifestyle of students. The developed innovative technology will allow to solve the contradictions stated in the study and achieve the goal of the study.
Levels of learning goals according to B. Bloom
Program learning module
Reference software
My Last Cigarette By Mastersoft Mobile Solutions
iBrush By JAGLABS, Inc.
I want... By Dmitry Klimkin
I am well! By Dmitry Klimkin
Tupperware CIS By iD EAST
Student mode management software
Smart Alarm Clock FREE
In Shape Free: Fitness. Diet. Massage.
8-ALARM From 8-Alarm
Timer Flo By Kian Tan
BMI+Fat Calculator By michael heinz
Coach Simulation Software
Pull Ups 20+ Lite By michael heinz
Sports Tracker By Sports Tracking Technologies Ltd
Dips Dips 100+ Lite By michael heinz
running, virtual
Jog, Walk, Trainer By
Tracking and Moves Pty
Software for assessing the physical parameters of students
Cardiographer
Weight Recorder By Travis Luke
iHealth BPM By ANDON HEALTH Co.,LTD
WiScale By WiThings, S.A.S.
Rice. 2. Classification of software for the formation of health and fitness competence
Physical culture and health-improving competence, which includes a set of general cultural and professional competencies declared in the federal state educational standard of higher professional education, is presented within
B. Bloom's taxonomy based on the system of learning levels. The formation of physical culture and health-improving competence of students on the basis of the introduction of mobile learning will allow the implementation of teaching technologies that meet modern requirements.
Bibliography
1. Konovalov I.E. Structure and software-content support of the system of modern physical education of students of musical secondary special educational institutions: author. ...dis. Dr. ped. Sciences. Naberezhnye Chelny, 2012. 42 p.
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01_03_01_04.htm (date of access: 12.02.2013).
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Nagovitsyn Roman Sergeevich, Ph.D. ped. Sciences, Assoc., Head. department, [email protected], Russia, Udmurtia, Glazov, Glazov State Pedagogical Institute. V. G. Korolenko
THE FORMATION OF PHYSICAL AND HEALTH COMPETENCE OF FUTURE PEDAGOGUES ON THE BASIS OF MOBILE LEARNING
The preparation of future pedagogues in the constantly shifting conditions of education demands the intensification of innovative pedagogical technology that must be applied in students’ education. On the basis of a complex study of the variety of mobile learning tools, we have clearly identified software for effective development of physical and healthy lifestyle among students through the development of physical and health competence. The formation of physical and health competence of students, supplemented by mobile learning, allows them to effectively utilize the training technology that meet modern demands and are oriented to the innovations, creativity, initiatives and interests of both teachers and students.
Key words: mobile learning, physical and health competence, taxonomy, physical and healthy lifestyle, software, model.
Nagovicyn Roman Sergeevich, candidate of pedagogical Sciences, Assoc., [email protected], Russia, Udmurtia, Glazov, Glazovsky State Pedagogical Institute the name of V.G. Korolenko
At present, the problem of ensuring the quality of the educational process is very important for our country. However, no matter how the education system is reformed, as a result, one way or another, it closes on school teacher. It is the teacher who is the main figure in the practical implementation of the main innovations in the field of education. In turn, the success of the educational process depends on the personal qualities of the teacher, his professionalism, abilities and competence. The psychological competence of the teacher is manifested in the ability to form and organize such an educational, developing environment in which it is possible to achieve the results formulated by the teacher in advance.
Competent psychological activity imposes certain requirements on the personality of the teacher, i.e. development of its need-motivational, cognitive, emotional-value, operational, communicative and reflective components. This is the formation of readiness for professional activity in the system of variant learning, readiness for innovative activity and the need for self-education. The ability, on a diagnostic basis, to independently choose the best model for students and, within this framework, to design a true educational process becomes a necessary condition for the development of professional psychological competence.
The profession of a teacher, including physical education teachers, is classified as a profession of “increased speech responsibility”, in which communicative competence becomes a necessary condition for professionalism. Questions psychological preparation future teachers of physical culture are quite in demand in the current Russian education, since the involvement of children, adolescents, youth in physical culture and sports leisure, sports and a healthy lifestyle is determined by the state as a strategic task. For modern sports, sports of high achievements and physical culture and recreation activities, a new type of coach and teacher is needed, who can reveal the psychological resources of the pupil, for example, achievement motivation, emotional-volitional composure, self-confidence, confidence in success, teamwork ability.
The psychological competence of a modern physical education teacher has a special psychological structure, which includes certain components: knowledge, motivational-value, activity, as well as subsystems or competencies formed on their basis: psychological-pedagogical, communicative, autopsychological, socio-psychological, social -perceptual.
The main psychological and pedagogical conditions for the formation of the psychological competence of a future physical education teacher are:
The study by students of the necessary psychological preparation based on interactive content;
Obtaining special educational and professional actions aimed at solving the problem of the integrated development of the psychological health of students.
Taking into account the specifics of the work of a teacher of physical culture, a teacher-trainer and other specialists in this area of activity in the field of education, their existing level of education, interests and goals of personal professional growth, as well as taking into account new educational standards, the content and structure of the program of additional professional education should be based on the principles of variability, block-modular construction and self-improvement of the quality of education, which in turn involves the choice of a potential student of a set of individual training programs (courses) in the logic of the designated direction (educational program) of advanced training.
In accordance with this, the development of an educational program for advanced training of a specialist may involve the indispensable introduction of invariant and variable blocks into its composition:
The main block of curricula, obligatory for all, is devoted to the fundamental issues of the development of modern education, the upbringing of children and youth, psychological and pedagogical theory;
Basic module on communicative, research, reflective competence and other issues that are relevant for a specialist;
Variable block to choose from in the process of improving functional competence;
Thematic seminars;
Individual training schedule with a high level of preparedness of the student for independent learning activities and sufficient basic education.
Psychological competence in the system of competences of future teachers of physical culture is formed both in the course of cognitive and in the process of transformative activity, which is aimed at organizing the individual mastering of methods and technologies.
This activity is formed, including in the course of workshops, which have an integrative character due to their target orientation on the formation of motives, values, methods of activity, knowledge as components of competence, as well as on a specific psychological, psychological and pedagogical, the subject content of competencies (psychological and pedagogical, communicative, autopsychological, socio-psychological, socio-perceptual).
The correct implementation of the tasks of improving the communicative competence of physical education teachers can be achieved with the greatest intensification of their efforts. For self-development of communicative competence, constant work on oneself is necessary in the following areas: increasing the level of knowledge of the language, self-control in communication, improving the culture of speech behavior. To do this, the advanced training course includes another block related to the development of professional competence, which consists in practical exercises - trainings to enhance the independent work of students aimed at improving speech and setting the development of correct speech in all situations of verbal communication (not only when solving business issues , in communication with colleagues and school management, but mainly in interpersonal communication with students and their parents).
Traditionally, the formation of a system of professional education in the field of physical culture was associated with the need to preserve and strengthen the health of the population through physical culture and sports. At present, it is necessary not only to preserve and reproduce this tradition in the professional training of physical education teachers, but also to transform them in accordance with new educational technologies, focusing on the dynamic diversity of the needs and interests of social groups and customers, on increasing public demand for specialists who are able to work with different age groups of people with different health conditions and taking into account the interests of the individual.
So, psychological and pedagogical conditions proper development psychological competence of physical education teachers are a special educational and professional activity of students. In the process of this activity, students assimilate integrative educational content, which is built in accordance with the logic of the content and forms of organization of educational activities, involving the formation of elective modules in curricula saturated with psychological content; use of problem-search and interactive teaching methods; modeling of pedagogical situations and communicative means of their resolution with subsequent reflection in practical classes; experience in the use of assessment and regulation, self-reflection and self-regulation of psychological and functional states in conditions of physical exertion; experience in the application of psychological knowledge in the process of pedagogical interaction in the conditions of pedagogical practice; the inclusion of psychological knowledge in the basis of the research activities of students - future teachers of physical culture.
The factors of the necessary organization of psychological competence of a teacher of physical culture are the following: the degree of self-identification with the carriers of psychological information; attitude to psychological theory and practice as a cognitive basis for constructing constructive models of professional interaction; individual experience in applying psychological patterns, techniques and methods of interaction with students; reflexive experience of using psychological knowledge in the practice of simulation classes and quasi-professional activities; the degree of immersion in innovative processes of psychologization of education through personal creative projects and collective research activities.
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COMPETENCE OF A PHYSICAL EDUCATION TEACHER IN THE CONDITIONS OF A PROFESSIONAL SCHOOL
I.E. Konovalov, Candidate of Pedagogical Sciences, Associate Professor of the Kama State Academy of Physical Culture, Sports and Tourism, Naberezhnye Chelny
Key words: vocational education paradigm, competence, competencies, personal competencies, social competencies, professional competencies, competency of a physical education teacher.
Continuing, according to the concept of modernization of the Russian
education for the period up to 2010, positive changes in the field of education are more and more purposefully orienting it towards “free human development”, creative initiative, independence, competitiveness and mobility.
The state of society, its significant potential (intellectual, moral, functional, etc.) depends on the quality of education and upbringing of young people, which inevitably leads to a change in the educational paradigm.
As part of the formation of a new paradigm of vocational education, issues of ensuring the entry of a person into the social world and his full adaptation to it, the formation of the spiritual side of the personality, its value-semantic orientation, become essential.
formation of professionally significant skills and abilities, i.e. obtaining a more complete education in order to achieve a personally and socially significant result.
The solution of these problems is possible under the condition of a deep modernization of the education system, the active introduction of innovative technologies into it, and most importantly, the readiness of the teacher himself for such transformations.
As general definition Readiness of the teacher as an indicator of integration, in our opinion, is the concept of "competence".
At present, the issue of the competence of a teacher of physical culture, who carries out his professional activities in an educational institution of a musical profile, has not been practically studied. Conducting a study of this pro-
The problem is relevant, and it has a perspective and relevance.
Since the middle of the last century, the concept of "competence", "competence" and the derivative "competent" have been widely used in everyday life and literature, its interpretation is given in dictionaries. So, for example, in the “Concise Dictionary of Foreign Words” (1952) the following definition is given: “competent (lat. cosre1ep8, cosre1ep ^ 8 - proper, capable) - knowledgeable, knowledgeable in a certain area; having the right, according to his knowledge or authority, to do or decide something, to judge something.
In 1959, R. White, one of the first to consider the category of competence from a scientific point of view, filled it with personal components, including motivation.
Later, in 1965, N. Chomsky for the first time makes an attempt to separate the concepts of "competence" and "competence".
Thus, in the 1960s, an understanding of the differences between the concepts of "competence" and "competence" was laid, where the latter is interpreted as knowledge, intellectually and personally conditioned experience of a person's social and professional activities. In the same period, such a concept as “communicative competence” appears.
The years 1970-1980 are characterized by the use of the category of competence in the theory and practice of training, professionalism in management, leadership, management, in teaching communication, the content is being developed
definition of the concept of "social competence".
In 1984, J. Raven in the book “Competence in modern society” gives a detailed interpretation of the concept of competence: “this is a phenomenon that consists of a large number of components, many of which are relatively independent of each other, ... some components are more related to the cognitive sphere, and others to the emotional one, ... these components can substitute for each other as components of effective behaviour.
In 1989, a book by L.A. Petrovskaya "Competence in communication", where not only communicative competence itself is considered, but also specific special forms of training are offered for the formation of this "personality trait".
Since 1990, there have been works devoted to the study of competence as a scientific category in relation to education. Professional competence becomes the subject of a special comprehensive consideration. In the book of N.V. Kuzmina "Professionalism of the personality of a teacher and a master of industrial training" on the material of pedagogical activity, competence is considered as a "personal property". Professional and pedagogical competence, according to N.V. Kuzmina, includes five types of competence: special and professional competence in the field of the discipline being taught; methodological competence in the field of methods of formation of knowledge, skills of students; socio-psychological
competence in the field of communication processes; differential psychological competence in the field of motives, abilities, directions of students; autopsychological competence in the field of merits and demerits of one's own activity and personality.
In the same year, A.K. Markova conducts research devoted to the study of the structure of a teacher's professional competence, as a result of which she identifies four main blocks in this structure: a) professional, psychological and pedagogical knowledge; b) professional, pedagogical skills; c) professional, psychological positions, attitudes of the teacher required of him by the profession; d) personal characteristics that ensure the teacher's mastery of professional knowledge and skills.
In the later works of A.K. Markova (1996) already distinguishes special, social, personal and individual types of professional competence.
In 1998, V.A. Kalney and S.E. Shishov, after conducting a study, came to the conclusion that it was necessary to single out everyday, civil and professional competence into a separate group.
In 2001, in the "Strategy for the Modernization of the Content of General Education", the main competencies were formulated, where the authors propose to distinguish competencies by areas of activity: competence in the field of independent cognitive activity based on the assimilation of ways of acquiring knowledge from various sources of information
formations, including extracurricular ones; competence in the field of civil and social activities (performing the roles of a citizen, voter, consumer); competence in the field of social and labor activity (including the ability to analyze the situation on the labor market, evaluate their own professional capabilities, navigate the norms and ethics of relationships, self-organization skills); competence in the domestic sphere (including aspects of one's own health, family life, etc.); competence in the field of cultural and leisure activities (including the choice of ways and means of using free time, culturally and spiritually enriching the individual).
In 2002 A.V. Khutorskoy, in his report at the Department of Philosophy of Education and Theory of Pedagogics of the Russian Academy of Education, outlined the following key educational competencies: value-sense, general cultural, educational, cognitive, informational, communicative, social and labor competencies and personal self-improvement competencies.
IN Lately specialists conducting research in this area offer an approach in which the concept of "competence" includes a wide range of issues. So, for example, A.N. Konyukhov and Z.V. Spirina offer two types of competencies - general and professional. General competence is defined by them as the competence necessary for successful activity both in professional and non-professional spheres, and professional competence for obtaining and implementing skills
knowledge and skills required in professional activities.
Another example of this approach is the study
B.N. Scriabin and T.Yu. Christian In their work, the authors distinguish two areas of competencies: activity and social.
I.A. Zimnyaya in her research proposes to divide competencies into three main groups: competencies related to oneself as a person, as a subject of life activity; competencies related to human activity, manifested in all its types and forms; competencies related to human interaction with other people.
While noting different approaches to the development of competence issues, it should be noted that in many works competence and competencies are considered as synonyms, and the very concept of competence is often interpreted as professionalism in the narrow sense of the word.
In this regard, the purpose of our study is to concretize the concept of "competence" and identify its competencies, which reflect the entire range of knowledge, skills and abilities necessary for a physical education teacher in modern conditions of a professional school.
After a detailed analysis of the literature, we came to the conclusion that competence is a set of competences (where competence, according to the dictionary of the Russian language
C.I. Ozhegova, - “the range of issues in which someone is well-
domlen”), reflecting the knowledge necessary in everyday life and the chosen profession. That is, competence is the possession, possession by a specialist of the relevant competencies, including his personal attitude towards them and the subject of activity, and competence is a set of interrelated qualities of a person (knowledge, skills, methods of activity), set in relation to a certain range of objects and processes and necessary for high-quality and productive activities in relation to them. Competences in their essence are internal, potential and hidden new formations, manifested in knowledge, ideas, action programs, systems of values and relations, which, interacting, constitute competence.
Experts who study the issue of competence define from 2 to 39 groups of competences, highlighting different types of competence for different activities.
In our study, the competence of a physical education teacher as an indicator of readiness for the implementation of the educational process in accordance with the increasing requirements for the quality of professional education is multifunctional, reflecting the entire spectrum of knowledge, skills and abilities necessary for a teacher in his daily life and profession.
To determine the competence of a physical education teacher, we have identified three main groups of competencies, without which, in our opinion, the implementation of a quality
pedagogical activity in a modern professional school becomes difficult and inefficient:
1. Personal competencies:
Readiness for health saving: knowledge and observance of the norms of a healthy lifestyle, knowledge of the dangers of bad habits; knowledge and observance of the rules of personal hygiene; freedom and responsibility of choosing a way of life;
Readiness for value-semantic orientation in the world: the values of being, life, culture (in all its manifestations), science, production; the history of civilizations and one's own country;
Readiness for citizenship: knowledge and observance of the rights and obligations of a citizen; freedom and responsibility, self-confidence, dignity, civic duty; knowledge and pride in the state, respect for state symbols (coat of arms, flag, anthem);
Readiness for self-improvement, self-regulation, self-development; meaning of life; professional growth and development.
2. Professional competencies:
Readiness for professional activity: knowledge of theoretical and practical material, setting and solving educational and educational tasks; non-standard and creative solutions, spiritual development, physical, mental and functional readiness, image, intellectual activity;
Readiness for pedagogical activity: communication,
Readiness for innovation: advanced foreign and domestic experience; health-saving and health-forming technologies; transformation pedagogical methods in the process of physical education;
Readiness for integration activities: interdisciplinary and intra-subject relationships, knowledge structuring, situationally adequate updating of knowledge, interaction of accumulated knowledge;
Readiness to use information technologies: reception, processing and transmission of information; possession of computer literacy and Internet technology.
3. Social competencies:
Readiness for social interaction: with society, team, family, friends, partners; conflicts and their settlement; cooperation, tolerance, respect, mobility;
Willingness to communicate: oral, written, dialogue, monologue, production and perception of the text; knowledge and observance of traditions, rituals, etiquette; international communication, etc.
The arrangement of competencies proposed by us has its own logical sequence, according to which a teacher is, first of all, a person who has consciously dedicated
themselves as a profession of a teacher, striving to achieve the highest mastery in their activities, capable of interacting with people, society and easy integration into the educational and socio-cultural space.
Based on the results of the study, the following conclusion can be drawn: competence is a set of competencies that reflect the knowledge, skills and abilities necessary in everyday life and in the chosen profession, where the choice of competence emphasizes the position that a person as a person is manifested in a system of relationships to himself, to professional activity, society and other people.
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