scholarly journals Forming a health culture of future teachers in Polish educational establishments

2014 ◽  
Vol 18 (5) ◽  
pp. 14-19 ◽  
Author(s):  
T.S. IERMAKOVA
Keyword(s):  
Well Being ◽  
Physical Culture ◽  
Future Teachers ◽  
Educational Work ◽  
Health Culture ◽  
Sports Clubs ◽  
The Future ◽  
Survey Results ◽  
Health Regulations ◽  
Improve Health

Aim: to study the experience of the structure and system of training of future teachers in Polish schools. Material: content analysis of domestic and foreign authors. Used data from the survey of students of Polish universities. Also were used survey results through polish service ANKIETKA. For comparison, a questionnaire survey 35 students of the Faculty of Physical Education (future teachers of physical training) and 30 students - the future teachers of elementary school of Ukrainian university. Results: the study of Polish teachers consider health culture of a person as the ability to assess individual and community health needs using in everyday life hygiene and health regulations. There have been some differences among Ukrainian and Polish students in their health and health culture. Among the respondents, Polish students - the future teachers of physical culture, is dominated motives such as the improvement of the physical condition, strengthen self-esteem, as well as improved health. Polish students from other disciplines believe that the most important motive for the adoption of physical activity is a concern for the physical well-being and mental health. The majority of Ukrainian students (future teachers of physical culture) believe an important part of building health culture of their direct participation in various sports clubs, as well as the ability to organize physical culture, sports and educational work with students outside the classroom. Ukrainian students (other specialty) noted the need to improve health, enhance knowledge in specific subjects humanities and promoting healthy lifestyles. Conclusions: It is recommended to use the experience of preparing students of Polish schools in modern Ukrainian higher education.

scholarly journals Diagnostics of the readiness for self-improvement of the future teacher in the conditions of COVID-19

2021 ◽  
Vol 14 (33) ◽  
pp. e16589
Author(s):  
Valentyna Bilyk ◽  
Artem Tkachov ◽  
Ivanna Tkach
Keyword(s):  
Spiritual Development ◽  
Professional Training ◽  
Well Being ◽  
Educational Process ◽  
Future Teacher ◽  
Theoretical Research ◽  
Professional Activity ◽  
Future Teachers ◽  
The Future ◽  
Professional Self

The society's need for competitive specialists capable of solving urgent issues requires focusing efforts on solving the most pressing problems in education in today's pandemic conditions. The psychological and pedagogical literature has repeatedly emphasized the need for self-improvement as a component of self-education of a person in general and a teacher in particular. One of the most important factors in the success of further professional activity is the formation of students' readiness for professional self-improvement. The issues of training future teachers remain topical, because both the intellectual, moral and spiritual development of children and youth, the socio-economic well-being of the country depend on their activities. Since the attention of specialists is focused on the personal potential of a person, the urgent is the problem of the formation of future teachers' readiness for self-improvement in the process of individualization of professional training pedagogical science. For this, the methods of theoretical research of profile sources were used, and also theoretical and ascertaining experiments were carried out. It is proved that the training of a future teacher  should be focused on the personality, the recognition of a person as the highest value in society, and providing conditions for personal self-improvement of the future teacher is one of the priority areas in the educational process of the university

Structural and substantive characteristics of the system of spiritual and effective relations of students - future teachers of physical culture

2020 ◽  
pp. 85-90
Author(s):  
Mikhail I. Starov ◽  
Esedulla M. Osmanov
Keyword(s):  
Educational Institution ◽  
Future Teacher ◽  
Physical Culture ◽  
Student Life ◽  
Future Teachers ◽  
Subjective Reality ◽  
Material Reality ◽  
The Future ◽  
Inner World ◽  
The Subject

We consider system and subsystems of spiritual and effective relations of the future teacher of physical culture to the surrounding objective and subjective reality, including relations to yourself. We give a structural and substantive characteristic in the course of education in a secondary or higher educational institution, in which such specialists are trained. In structuring the spiritual and effective relations of students - future teachers of physical culture on subsystems we use philosophical and psychological methodology: systemic and structural, activity, subjective, personal-oriented and relative approaches. We identify in the system of relations, which include the future teacher of physical culture at the educational institution, the following subsystems of spiritual and effective relations: the first subsystem of spiritual and practical relations is the attitude of the subject to various types of student life activity, the second subsystem of the spiritual and effective relations of the future teacher to the mass media, the third subsystem of spiritual and effective relations of the future teacher of physical culture to other people, the fourth subsystem of the student’s spiritual and practical relations to social groups, the fifth subsystem of the subject’s spiritual and effective relations to material reality, the sixth subsystem of relations to subjective reality, the seventh subsystem of spiritual and effective relations of the subject to his Self, to his inner world.

scholarly journals THE PECULIARITIES OF THE FUTURE TEACHERS OF PHYSICAL CULTURE’S PREPARATION IN THE NETHERLANDS’ HIGHER EDUCATION ESTABLISHMENTS

2020 ◽  
pp. 202-207
Author(s):  
Oleksandr BEZKOPYLNY ◽  
◽  
Lyudmila SUSHCHENKO ◽  
Andrey ARTYUCHENKO ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
The Netherlands ◽  
Education System ◽  
Developed Countries ◽  
Professional Preparation ◽  
Physical Culture ◽  
Future Teachers ◽  
Higher Education System ◽  
The Future ◽  
Four Blocks

Introduction. The peculiarities of the future teachers of physical culture’s preparation in the Nether-lands are presented in the article. The research of the modern higher education system in the most developed countries in the world is useful for the consideration of theperspectives and directions of the development, revival of the methodological, contents and technological founda-tions of the higher education in the Ukraine according to the requirements of the modernity.Purpose. The study of the professional preparation of the future teachers of physical culture’s peculiarities in the Netherlands’ higher education establishments. Methods. The comparative analysis, synthesis, gener-alization, systematization and concretization. Results. The list of organizations, responsible for the development of the Netherlands' education system is presented. It is stated, the future teachers’ preparation in the Netherlands’ higher education establishments is ori-ented on the common secondary education establish-ments’ requests. Respectively, the peculiarities of the physical education’s organization in the education estab-lishments mentioned above are briefly characterized. The future teachers of physical culture’s preparation is se-cured by the six Universities of the applied sciences in the Netherlands. Different educational lines for the future teachers of physical culture are considered. The require-ments to the competencies of the physical culture teachers are analyzed based on the national professional stand-ards. The contents peculiarities of the future teachers of physical culture's professional preparation are discovered on the example of the sport studying school in the Univer-sity of Fontis. Studying at the University of Fontis allows to get the category of the first degree physical culture teacher. The preparation lasts four years, each academic year consisting of four blocks of ten weeks. It is general-ized, the practice at school is an important component of the professional preparation in the Netherlands. Originality. The modern experience of the future teachers of physical culture’s preparation in the Nether-lands. Conclusion. Social-constructivist approach is laid to the base of the educational programs of the physical culture teachers’ preparation, according to which the profession of the physical culture teacher lies in the base of the program, and the professional development of a student is in the social context, in which knowledge is built through the interaction with others.

scholarly journals REFLECTION AS A MECHANISM OF PROFESSIONAL TRAINING OF THE FUTURE TEACHER

2020 ◽  
Vol 1 (190) ◽  
pp. 151-155
Author(s):  
Igor Ulychnyj ◽  
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Educational Work ◽  
Theoretical Understanding ◽  
Continuous Growth ◽  
The Future ◽  
Self Knowledge

The aim of the article is to study reflection as a mechanism of professional training of future teachers. The psychological nature of reflection as a universal mechanism of self – regulation and self – development of the personality is considered. In the scientific community there are various approaches to understanding pedagogical reflection. It is interpreted as: activity; component of pedagogical abilities of the teacher; mental neoplasm of the student's personality. The reflection of the future specialist, as his inner mental activity, is aimed at self-knowledge and understanding of their own actions and states, interpersonal relationships and communication with others, because self-knowledge is the initial stage of self-improvement. The teacher's ability to reflect is a mechanism for rethinking stereotypes of consciousness, behavior, communication, thinking, awareness of the bases, means, stereotypes of activity, their critical and heuristic rethinking, generating innovations in various aspects of professional activity. The development of reflexive-project skills allows the teacher not only to realize his professional activity, but also to make the transition from the position of «response» to the position of «self-organization». The teacher learns to teach himself to define the limits of his knowledge (ignorance) and independently find the conditions to overcome their own limitations, thereby increasing their professional competence. An experienced teacher's process of reflection is permanent, depending on: individual and personal characteristics; personal maturity; practical experience; professional erudition; level of general culture. The model of development of reflective skills of future teachers includes a set of different methods and tools, as well as various forms of organization of the educational process, such as lectures, seminars and practical classes, trainings, independent and self-educational work, individual and group consultations. Internships are a key component of each course (compulsory and optional). The key to students' professional development is to encourage continuous growth through critical theoretical understanding, practical application and experimental learning, both inside and outside the university. The ability to reflect is an important factor in the readiness of teachers to innovate, the desire for self- improvement, the introduction of educational innovative products in the educational process.

scholarly journals Social and Communication Competences of Students – Future Teachers

2019 ◽  
Vol 2 (3) ◽  
pp. 47
Author(s):  
Marjan Ninčević ◽  
Dunja Jurić Vukelić
Keyword(s):  
Communication Skills ◽  
Teaching And Learning ◽  
Learning Context ◽  
Future Teachers ◽  
Educational Work ◽  
Good Communication ◽  
Conflict Situations ◽  
The Future ◽  
Educational Sciences ◽  
The University

Numerous studies have shown that teachers significantly shape student's learning context. Socially and emotionally competent teachers tend to develop supportive and encouraging relationship with their students by promoting intrinsic motivation, focusing on student's strengths and abilities, mediating through conflict situations and encouraging appropriate communication and prosocial behaviour. Teachers with good communication skills will create a more successful teaching and learning ambience for the students, and without communication, the teaching and learning process will not take place. Educators, parents and public today recognize the need for an educational agenda to improve academic performance, but also to enhance students' social and communicational competence. The aim of the present study was to examine social and communication competence of the students of educational sciences and teacher education at the University of Zagreb Department Of Croatian Studies. As part of the most important aspects of the future educational work, the participants pointed out independence at work, the awareness that they would contribute to the future of the society and the awareness that they play a useful role in society. Participants also expressed optimism about their communication skills with students, planning and organizing teaching process and maintaining discipline, and to some less extent their competences for successful cooperation with students’ parents. Results were discussed in terms of possibilities to contribute to future teachers’ education.

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