Теоретичні та методичні засади системи професійної підготовки майбутніх учителів фізичної культури до педагогічної діяльності

Abstract

The article is devoted to research problems of professional training of the future teacher of physical culture in higher education institutions as the process of personality formation, which takes place in accordance with the process of vocational and pedagogical activity. The purpose of the article is to analyse scientific and methodological literature on the problem of training future teachers of physical culture and developed promising areas of educational systems for training specialists and use optimal ways to organize pedagogical influence on pupils in the educational process of physical culture at school. Professional activity has two components: the first is a system of tools aimed at cognition of the profession and the field of knowledge that are part of its theoretical basis; the second is a system of actions aimed at self-development, self-determination of the individual in order to gain self-confidence, which promotes the development of competence in the practice of professional activity. The process of professional training for future physical education teachers is complex and multifaceted. Qualitative training of future teachers of physical education is impossible without students' understanding of the basics of pedagogical activity, which includes not only the acquisition of knowledge, skills and skills, but also the education of proper attitude to future practical activity. The formation of professional and pedagogical activity should be based on a deep understanding of the essence of the practical activity of a physical education teacher. Training of future physical education teachers is a process that involves learning, education and development and reflects the specifics of professional training at the level of mastering the system of knowledge, skills, skills and personality formation of the future teacher. The problem of training future physical education teachers and developing promising directions and involving students in the future profession in practical implementation in the context of school education, which does not find the principle of theory to be properly connected with practice.