Benefits of new physical education specialist education service model

Dr.Hab. G. Berekbsunova1
Dr.Hab., Associate Professor A. Kulbaev2
Associate Professor Kh. Untaev2
G. Turarova3
S. Turarov3
1Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
2Kazakh Academy of Sports and Tourism, Almaty, Kazakhstan
3Sarsen Amanzholov East Kazakhstan State University, Ust-Kamenogorsk, Kazakhstan

Keywords: professional education, educational motivations of PR students, professional competency.

Background. The republican academic educational system in Kazakhstan faces many problems due to the 25-year-old reforms being still unsuccessful and by far short of the social expectations as to the education service quality and efficiency; and this is the reason why the local education agencies and establishments are still waiting for the legal and regulatory reforms with new educational provisions, standards and materials.
A new educational paradigm is necessary for society to develop further. Currently, the search for democratic, diversified and productive educational systems is going on. In the educational environment of Kazakhstan, there are different collaborative approaches to the goals and values of the educational function defined by three basic concepts: traditional, rationalistic and humanistic.
The educational system formed earlier was called "supportive education" and based on the settled methods and rules aimed to teach a person how to cope with familiar situations that keep repeating. However, innovative education, which implies the trainees’ ability to projectively shape the future, should provide an alternative to this approach.
Objective of the study was to rate benefits of a new physical education specialist education service model.
Methods and structure of the study. The innovative concept of training of future physical education teachers suggested that a model of educational activity should be developed based on compliance with the following requirements for university teachers:
1) a trainer should be open to new knowledge and alternative viewpoints, strive for consistency and effectiveness of own practical activity, explore the field he/ she works in, develop own stylistic work behavior;
2) a trainer should focus on the personality of each student, their self-education, self-realization, understanding and self-development;
3) a trainer must understand his/ her responsibility and feel at ease in the psychological and pedagogical techniques of entering into cooperation, assisting, interacting with students in a coordinated and coherent manner;
4) a trainer must be able to project psychological and pedagogical knowledge on his/ her creative activity, which would make it possible to build up a concept of personality development and self-actualization of future teachers;
5) the university educational environment should be aimed at the formation of trainer-student communication based on mutual respect.
The next stage included an experimental procedure, based on the introduction in the sports universities of the author's innovative model of professional education of future physical education teachers as well as the psychological and pedagogical conditions for its implementation.
This was followed by a questionnaire survey of young physical education teachers, assessment of their knowledge of the future job responsibilities, analysis of the students’ motivations for the service using the relevant test procedures.
The professional pedagogical competency level in students was determined using the sets of rating criteria offered by N.I. Stepanchenko (2017), namely:

  • "motivation of students" - assessment of professional motivation of students;
  • "learning ability" - comparison of students’ academic performance in different disciplines;
  • "agility" - dynamics of changes in the level of self-esteem of teaching skills;
  • "practical orientation" - dynamics of changes in practical teaching skills of students;
  • "performance" - comparison of the graduation test results;
  •  "reflexivity" - changes in students' self-esteem rates;
  •  "motivation of trainers" - dynamics of development of professional and educational motivations of trainers;
  • "reflexivity of trainers" – changes in the level of trainers’ satisfaction with own teaching activity;
  • "teaching skills" - dynamics of students' assessment of vocational teaching activity of trainers.

Sampled for the study were the second- and fourth-year students and 21 teachers of the Kazakh Academy of Sports and Tourism.
Results and discussion. The dynamics of changes in the indicators obtained using the method of N.I. Stepanchenko is presented in Table 1 below. The results showed that the levels of motivation for professional activity and reflexivity were higher in the university teachers than in the students. At the same time, during the experiment, the level of knowledge and practical skills in the development of professional competency increased.

Table 1. General results of experimental research

Assessment test

Criteria for efficiency of teaching and learning activities

 

Students

Trainers

Overall coefficient

 

motivation

learning ability

agility

practical orientation

performance

reflexivity

motivation

reflexivity

teaching skills

Beginning of year

1.27

2.54

1.89

1.89

2.74

1.98

1.98

2.12

2.47

2.03

I

1.48

2.95

2.21

-

-

1.99

2.03

2.21

2.45

2.14

II

1.91

2.89

2.21

-

-

2.14

2.21

2.36

2.34

2.33

End of year

2.01

2.86

2.37

2.47

2.78

2.37

2.47

2.64

2.45

2.54

 

The analysis of the data obtained during the experiment revealed that the implementation of the developed measures to improve the system of professional education of future physical education teachers made it possible to form the professional pedagogical competency in the majority of students, and had a positive impact on the motivational complex, focus on the tasks of educational activity, satisfaction with own work, level of trainers’ teaching skills. This stipulated an increase in the trainers’ ability to carry out vocational pedagogical training of the students and helped increase the level of competency of sports university graduates.
Conclusions. The new physical education specialist education service model highly beneficial as verified by the academic education service quality improvements and its efficient customization to the education needs of the students.

References

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Corresponding author: aibol.kulbayev@bk.ru

Abstract
The republican academic educational system in Kazakhstan faces many problems due to the 25-year-old reforms being still unsuccessful and by far short of the social expectations as to the education service quality and efficiency; and this is the reason why the local education agencies and establishments are still waiting for the legal and regulatory reforms with new educational provisions, standards and materials. Objective of the study was to rate benefits of a new physical education specialist education service model. The authors used an innovative concept to develop the new physical education specialist education service model that gives a special priority to the trainers’ openness to the new training technologies, knowledge, responsibility, creativity, ability to effectively design and manage a respectful trainer-student communication with a special attention to every student’ personality, gifts and needs. The study included a questionnaire survey of the trainers and students to rate their knowledge of the future job responsibilities and analyze the students’ motivations for the service using the relevant test procedures and the sets of rating criteria offered by N.I. Stepanchenko (2017). The study data and analyses found the new physical education specialist education service model highly beneficial as verified by the academic education service quality improvements and its efficient customization to the education needs of the students.