PROFESSIONAL TRAINING OF FUTURE TEACHERS PHYSICAL CULTURE FOR PROFESSIONAL ACTIVITY IN CONDITIONS OF INCLUSIVE EDUCATION

Abstract

Modern physical education teacher must have a high level of professional competence, have the basics of medical knowledge. Educational programs for bachelors in the specialty 014.11 Secondary education (Physical Education) need to be reoriented in accordance with today's social demands and meet the needs of the labor market in training highly qualified specialists in physical culture for educational institutions of various types, including inclusive.
Purpose: to analyze the OP training of bachelors in the specialty 014.11 Secondary education (Physical Education) in several institutions of higher education (HEI) of Ukraine for the presence of specific components (professional competencies, program learning outcomes, educational components) that ensure the readiness of young teachers to work in conditions inclusive educational environment.
Methodology. The methodological basis is deductive and inductive research methods by studying, analyzing and summarizing the content of educational programs, content analysis.
Scientific novelty. The article presents the results of the analysis of educational programs for bachelors in the specialty 014.11 Secondary education (Physical Education) in several institutions of higher education (HEI) in Ukraine for the presence of specific components that ensure the readiness of young physical education teachers to work in an inclusive educational environment. Until now, data from similar studies have not been presented in the specialized literature and periodicals.
Conclusions. The vast majority of free economic zones of Ukraine reorient their educational programs in accordance with the interdependence of socio-pedagogical phenomena. It is established that applicants of the first (bachelor's) level of higher education in the specialty 014.11 Secondary education (Physical Culture) include in their individual educational trajectories such elective disciplines that prepare them to work with children with special educational needs. In our opinion, disciplines aimed at professional training of future physical education teachers for professional activities in an inclusive education should be included in the list of mandatory educational components of the training cycle, as they provide the ability to adapt graduates to work in different conditions, solve complex specialized tasks, such as socialization and physical rehabilitation of children with special educational needs, allow the acquisition of additional competencies on the border of pedagogy, physical culture, psychology, medicine, which increases their competitiveness in the labor market.