Dr.Hab., Professor V.N. Mezinov¹
Associate Professor, PhD M.A. Zakharova¹
Associate Professor, PhD I.A. Karpacheva¹
Associate Professor, PhD I.B. Larina^1
1Bunin Yelets State University

Keywords: personality, physical education teacher, self-reliant professional progress, self-fulfillment, self-reliant professional progress agenda.

Background. Modern academic physical education system gives a high priority to the self-reliant professional progress agenda formation in the future physical education teacher to meet the growing social demand for qualified, creative and competitive teaching service for high quality education. The future physical education teacher’s self-reliant professional progress agenda formation issues have been addressed by foreign and national researchers. Thus T.V. Kiseleva, L.M. Mitina, O.V. Moskalenko et al argue that a professional progress is inseparable from the personality growth since they both prioritize the self-development goals in the teacher’s creative self-fulfillment process [3, 4, 6, 7]. A.V. Batarshev, I.V. Vasyutenkova, I.S. Makariev, O.V. Moskalenko and I.Y. Stepanova connect the professional and personality progress with basically the self-development processes and with the pedagogical resource mobilizing for constructive professional and creative growth so that own uniqueness is effectively employed for success in the teaching career [1, 2, 5, 8].

Based on a theoretical analysis of the concept, the future physical education teacher’s self-reliant professional progress agenda may be interpreted as the self-activation process geared to secure spiritual and ethical development on an integrated basis, to attain new personality qualities for professional success. The future physical education teacher’s self-reliant professional progress agenda may be presented as composed of motivations, values and cognitive, operational and reflexive analyzing components.

Motivations and values may be defined as the individual array of needs and motives for and beliefs in constant self-improvement hard work to advance the personality qualities and professional skills; with a complex of factors and aspects that mobilize the individual for progress in mastering the physical education and sports theory and practice, build up practical abilities and skills, and get proficient in modern physical education and sports / rehabilitation technologies.

Cognitive component implies the future physical education teacher competences in physical education and sport service, pedagogy and methodology with abilities to design and manage the professional service knowing the basic self-reliant professional progress concepts, categories, logics and principles.

Operational component includes a set of progress testing and analyzing, design, management and communicative skills for the physical education teacher being fully fit for the physical education and sports service design and management using a wide range of modern physical education and sport / rehabilitation technologies.

And the reflexive analyzing component implies understanding and assessment of own self-reliant professional progress for professional success, with timely and efficient revisions of own behavior, errors and physical education and sport service standards when necessary.

Objective of the study was to offer and experimentally test benefits of a future physical education teacher’s self-reliant professional progress agenda building model recommended as complementary to the standard university physical education curricula.

Methods and structure of the study. The new model testing experiment was run at Physical Education and sport and Life Safety Institute of I.A. Bunin Yelets State University in 2016-2019. We sampled for the study the 2-4-year students (n=65) majoring in physical education specialty under 44.03.01 Pedagogical Education (bachelor level) discipline; and split up the sample into Experimental and Reference Groups (EG, n=31; RG, n=34).

A progress test set for the future physical education teacher’s self-reliant professional progress agenda rating included: K. Zamfir's Teaching Motivations Test adapted by A. Rean [5]; cognitive component rating test; operational component test; and the reflexive analyzing component test. The new future physical education teacher’s self-reliant professional progress agenda formation experiment offered the following organizational provisions for the future physical education teacher’s self-reliant professional progress agenda formation model.

Provision one: pedagogical support of the future teacher's self-reliant professional progress driven by a system of incentives and motives in a competitive environment viewed as a trigger for the individual resource mobilizing, creative self-development and professional success.

Provision two: immersion of the future physical education teacher in the self-reliant professional progress agenda building process; with the stepped-difficulty practical training tasks (including case studies, business games, etc.) to advance the general pedagogical and professional competencies and accumulate the basic professional service experience. Such tasks will be formed using the freely accessible learning materials available on the relevant professional education sites plus materials provided by partner educational organizations.

Provision three: involving students in joint creative activity to help them mobilize resource for the personality and professional growth, with the joint creative activity geared to contribute to the professional training quality with a variety of efficient tools including dialogues with collective experience building and analyzing elements. Training groups will be formed in different manners – arbitrarily by some lists; on a homogeneous or heterogeneous basis (by the competence/ fitness levels); on sympathies to formal/ informal leaders, etc. – to facilitate progress in communicative skills and experiences. Such groups will delegate roles and responsibilities, discuss different views, join and share knowledge and skills, etc., with the joint creative activity effectively shaping up the professional communication skills to form a basis for self-development, effective learning and self-improvement.

Provision four: systemic progress tests to correct the future physical education teacher’s self-reliant professional progress agenda building process, with a special priority to the reflexive progress rating tools including case studies of professional success histories. For example, after a case study or a practical task, students will analyze their solutions versus the peer/ trainer solutions using the above learning materials available in databases. Purposeful training of reflexive analyzing skills will facilitate progress in the professional decision-making for success in the future teaching service and in professional communication skills for a constructive teamwork, sharing of practical experience and addressing specific pedagogical situations.

Results and discussion. Given on Figure 1 hereunder are progress test data yielded by the future physical education teacher’s self-reliant professional progress agenda formation model testing experiment.

Figure 1. EG progress test data yielded by the future physical education teacher’s self-reliant professional progress agenda formation model testing experiment

A comparative analysis of the pre- versus post-experimental progress test data found the following: (1) EG made significantly better progress than the RG in virtually every component of the future physical education teacher’s self-reliant professional progress agenda formation training – to demonstrate benefits of the new model; (2) In motivations and values component the group progress was the lowest that may be due to the relatively high pre-experimental score of the sample on this test scale.

The RG was tested with significantly lower progress in the future physical education teacher’s self-reliant professional progress agenda formation training, particularly in the cognitive (plus 18%) and reflexive analyzing (plus 11%) domains – that means that the university shall take focused efforts to advance its training standards in the future physical education teacher’s self-reliant professional progress agenda formation service.

Conclusion. The physical education teacher’s self-reliant professional progress agenda formation service is recommended to be based on the following organizational provisions: pedagogical support in the professional skills building process using an incentives and motivation system and a competitive environment; immersion of the future physical education teachers in the self-reliant professional progress agenda formation process; involving students in joint creative activities to help them mobilize the personality and professional resource for progress; and due emphasis on the reflexive analyzing competences building in the future physical education teachers for own progress rating and correction.

References

1. Batarshev A.V., Makarev I.I. Professional personal formation and development of teacher: theoretical and methodological foundations. Concept. 2014. No. 12. pp. 16-20.
2. Vasyutenkova I.V. Development of teacher's multicultural competency. LAP LAMBERT Academic Publishing, Germaniya, 2014. 148 p.
3. Zamfir K., Kolominskiy Ya.L. Methodology "Motivation of professional activity" (modified by A. Rean). Sotsialnaya pedagogicheskaya psikhologiya. St. Petersburg, 1999. pp. 235-237.
4. Karaseva T.V. Turbachkina O.V., Loshchakov A.M. Future teacher’s health values and motivations building physical education model. Theory and Practice of Physical Culture. 2019. no. 3. pp. 25-28.
5. Mitina L.M. Psychology of personal professional development of subjects of education. Moscow; St. Petersburg: Nestor-Istoriya publ., 2014. 376 p.
6. Moskalenko O.V. Personal professional development of modern man. Mir psikhologii. 2004. No. 4. pp. 169-178.
7. Rybanchuk N.A. Modern teacher training model within physical education process in pedagogical university not majoring in sports. Teoriya i praktika fiz. kultury, 2002, no. 12, pp. 5-7.
8. Stepanova I.Y. Formation of teacher’s professional potential in training process. Krasnoyarsk: SFU publ., 2012. 399 p. 

Corresponding author: vmezinov127@yandex.ru

Abstract

Objective of the study was to offer and experimentally test benefits of a future physical education teacher’s SRPP agenda building model recommended as complementary to the standard university physical education curricula.

Methods and structure of the study. The future physical education teacher’s self-reliant professional progress agenda may be interpreted as the self-activation process geared to secure spiritual and ethical development on an integrated basis, to attain new personality qualities for professional success. The future physical education teacher’s self-reliant professional progress agenda may be presented as composed of motivations, values and cognitive, operational and reflexive analyzing components. The new model testing experiment was run at Physical Education, Sports and Life Safety Institute of I.A. Bunin Yelets State University in 2016-2019. We sampled for the study the 2-4-year students (n=65). Progress in the model testing experiment was rated by the K. Zamfir's Teaching Motivations Test adapted by A. Rean; cognitive component rating test; operational component test; and the reflexive analyzing component test.

Results and conclusion. The physical education teacher’s self-reliant professional progress agenda formation service is recommended being based on the following organizational provisions: pedagogical support in the professional skills building process using an incentives and motivation system and a competitive environment; immersion of future physical education teachers in the self-reliant professional progress agenda formation process; involving students in joint creative activities to help them mobilize the personality and professional resource for progress; and due emphasis on the reflexive analyzing competencies building in the future physical education teachers for own progress rating and correction.