Abstract
The main purporse is to determine the main aspects of professional competence among students of physical culture and sports. The pedagogical practice of future physical culture teachers is an integrating and core component of the personal and professional formation of a future specialist, which provides for the formation of his professional competence through mastering various types of activity, leads to professional self-improvement, student self-knowledge in various professional roles in the real conditions of a general education school. Among the main tasks facing the system of higher pedagogical education, an important place is occupied by the task of training a competence-based specialist of a wide profile, further strengthening of fundamental education and bringing it closer to research and practical professional activity, therefore, the goal of training should provide for an optimal combination of theoretical knowledge and creative abilities of future teachers, which would allow them, after graduating from an educational institution, to independently raise the level of their education and professional training, to find fundamentally new solutions to the problems of science and practice. The study was carried out using the following theoretical methods: systems analysis and synthesis, induction and deduction, comparison, classification, generalization and systematization, idealization and abstraction. As a result of the study, the main aspects of professional competence among students of physical culture and sports were determined
Highlights
The integration of the competence-based approach into the vocational training system is an objective necessity, which has formed in the educational space as a response to the socio-economic, political, educational and pedagogical challenges of the market economy in the context of globalization
The main purporse is to determine the main aspects of professional competence among students of physical culture and sports
Among the main tasks facing the system of higher pedagogical education, an important place is occupied by the task of training a competence-based specialist of a wide profile, further strengthening of fundamental education and bringing it closer to research and practical professional activity, the goal of training should provide for an optimal combination of theoretical knowledge and creative abilities of future teachers, which would allow them, after graduating from an educational institution, to independently raise the level of their education and professional training, to find fundamentally new solutions to the problems of science and practice
Summary
The integration of the competence-based approach into the vocational training system is an objective necessity, which has formed in the educational space as a response to the socio-economic, political, educational and pedagogical challenges of the market economy in the context of globalization. In American educational practice and research tradition, the category "competency" is often used, which determines the qualities, behavioral models that a person must possess in order to competently perform work. With this approach, the person performing the activity is analyzed and its activity is investigated. According to the British tradition, the category "competence" is more often used, which reflects the requirements for a specialist, which are highlighted by analyzing the functions of professional activity. Competency models are analyzed through professional standards containing a set of roles for each position This allows the identification of individual competencies and behavioral indicators for each of them. In Western Europe, where a significant influence of the British model was felt, an integrated approach was subsequently formed that combined the behavioral, personal, cognitive and functional components of the specialist's model (AleksіeіenkoLemovska, 2019; Azimi et al, 2020)
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