TRAINING OF FUTURE PHYSICAL EDUCATION TEACHER TO PROFESSIONAL ACTIVITY

Abstract

The article is devoted to the professional training of future physical education teachers. The article presents the characteristics of the conceptual and terminological glossary of professional training of future physical education teachers and the interpretation of the concept of «professional training». The significance of the students' study of the academic discipline «Theory and methods of teaching athletics» as an example of the formation of the students' professional readiness for the professional activity of a physical education teacher is revealed.

The purpose of the article is to consider the problem of professional training of future physical education teachers for professional activity at the current stage.

Methodology. The methodological basis for solving the problem of forming the professional readiness of future physical education teachers to work at school was the scientific works of domestic scientists which presented: issues of theory and practice of professional training of teachers. The research used such general scientific methods as analysis of literary sources, observation, interview, questionnaire, pedagogical experiment, methods of mathematical statistics. A survey of 248 physical education teachers of schools in Zhytomyr region was conducted. The pedagogical experiment took place at Zhytomyr Ivan Franko State University in 2021–2023 in which third-year students (43 people; 23 – control and 20 – experimental groups) of the Faculty of Physical Education and Sports took part.

Scientific novelty. It has been established that professional knowledge, abilities, skills and competences are directly dependent on the teacher's work experience at school. All students and 75.0–89.4% of teachers of different age groups want to systematically update their knowledge.

Conclusions. It has been proven that the formation of the professional readiness of a student of a higher education institution to work as a physical education teacher at school can significantly improve his structural components of professional readiness. The difference before the experiment and after its completion was: for professional knowledge – 6.02 points with reliability difference Р ˂ 0.05, for professional abilities and skills – 5.46 points with Р ˂ 0.05 and for professional competences – 4.57 points with P ˂ 0.05.