Teoriya i praktika fizicheskoy kultury №11 2016, pp. 20-22

UDC 796.071.4

Associate Professor A.G. Polivaev¹
Associate Professor, PhD N.V. Fomicheva¹
Associate Professor, PhD I.N. Grigorovich^2
1Tyumen State University, Ershov Ishim Pedagogical Institute (affiliate), Ishim
²Polessky State University, Pinsk, Belarus

e-mail: palex-77@mail.ru

The Teacher Education Support Concept being implemented in the Russian Federation assumes the practice-driven education of teachers as a key vector of the teacher education process. Still unsolved at this juncture are a few problems of the teacher training process to give universal knowledge and skills under the academic physical education curriculum to attain subjective and largely inter-subjective goals of the education process.
Objective of the study was to develop and test a phased practice-driven education model in application to a physical education teacher. Subject to the study were 16 fourth-year students of the Pedagogical Institute majoring in “Pedagogical Education” discipline (Physical Educaton specialization).
The study generated basic indicators of the future PE teacher’s professional educational skills and primary labour qualities.

Keywords: systemic activation approach, training model, teacher's practice-driven education, “Teacher” Professional Standard, teacher’s labour actions, teacher’s labour functions.

References

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Received 16.06.2016 г.