Improving the Organization of Quasi-Professional Activities of Masters of Adaptive Physical Education as a Guarantee of Increasing Professional Competence

Abstract

Introduction. The article discusses the problem: what are the effective forms and methods of work of developing professional competence among masters of the department of physical education in the field of training “Physical education for persons with health problems (adaptive physical education)” of the Sevastopol Institute of Economics and Humanities (branch) of the Crimean Federal University named after V. I. Vernadsky. The purpose of the study is to substantiate the importance of organizational and methodological improvement of the quasi-professional sector of the educational process. Methodology. Using scientific methods of pedagogical observation, questioning, studying the products of pedagogical activity and pedagogical documents, the authors substantiate the role of inclusive competence as an integral part of professional competence, as well as the possibility of its optimal improvement at the quasi-professional stage of the educational process using special pedagogical technologies and methods, including conducting sociocultural inclusive events. Results. It was revealed that masters of the Faculty of Physical Culture have, in general, sufficient and strong theoretical knowledge in the field of inclusion. At the same time, masters who carried out educational activities in traditional forms and in standard organizational and methodological conditions demonstrated unstable, weak skills in applied, practical activities related to inclusive competence. Conclusions. The main reserves for increasing the inclusive competence of master of physical education lie in the quasi-professional sector of the educational process, and the task of increasing the level of inclusive competence of master of physical education, and therefore increasing their overall professional level, can be solved by intensifying and optimizing educational and applied activities at the quasi-professional stage formation of inclusive competence.