PRACTICAL IMPLEMENTATION OF HEALTH-PRESERVING TECHNOLOGIES IN THE TRAINING OF BACHELOR’S DEGREE ART TEACHERS

Abstract

The article analyzes the theoretical foundations and practical approaches to the implementation of health-preserving technologies in the process of professional training of future bachelor’s degree art teachers. The specifics of psychophysiological workload in artistic activity are revealed; the pedagogical conditions for the formation of health-preserving competence of students are characterized; the effectiveness of training and practice-oriented forms of educational work is substantiated; the peculiarities of integrating breathing, relaxation, body-movement, psychohygienic and art-therapeutic practices into the professional training of future bachelor’s degree art teachers are determined.

The purpose of the article is to substantiate and analyze the peculiarities of the practical implementation of health-preserving technologies in the process of training future bachelor’s degree art teachers, to determine their influence on professional development, psychophysical well-being and the formation of a culture of health preservation in future pedagogical activity.

Research methodology. The research methodology is based on systemic, competence-based, activity-oriented and personality-oriented approaches. The study uses a set of comple­mentary methods: analysis and generalization of psychological and pedagogical literature, pedagogical observation, questionnaires, self-assessment of students’ psychophysical state, psychodiagnostic methods, pedagogical experiment, and methods of mathematical statistics.

The scientific novelty of the study lies in the development of a model for the practical implementation of health-preserving technologies in the professional training of future bachelor’s degree art teachers; clarification of the concept of «health-preserving competence of a future bachelor’s degree art teacher»; improvement of the classification of health-preserving technologies according to the specifics of art education; experimental confirmation of the effectiveness of relaxation, breathing, psychohygienic and ergonomic practices.

Conclusions. It has been proven that the implementation of health-preserving technologies in the system of professional training of future art teachers contributes to the formation of stress resistance, development of self-regulation, improvement of performing endurance, emotional stability and motivation for professional self-development. The practical integration of breathing exercises, art-therapeutic methods, relaxation practices and psychohygienic means positively affects the psychophysical state of students and ensures the formation of a culture of health preservation in future pedagogical activity.