RESULTS OF EXPERIMENTAL VERIFICATION OF THE REALIZATION OF PEDAGOGICAL TECHNOLOGY OF PE TEACHERS’ SELF-IMPROVEMENT IN THE PROCESS OF PROFESSIONAL ACTIVITY AT VARIOUS STAGES OF PROFESSIONAL DEVELOPMENT

Abstract

The article deals with the issue of professional development and peculiarities of self-improvement of teachers of physical education. The aim of the research is to define components of self-improvement of teachers of physical education at various stages of professional development, and to theoretically substantiate and experimentally check realization of pedagogical technology of teachers’ self-improvement in the process of professional activity. Teachers of physical education from higher educational establishments took part in the experiment. A number of methods were used: analysis, comparison, systematization, survey, discussion, teachers interviewing, questionnaire, pedagogical experiment, methods of mathematical statistics, and graphic display of results. Results of the stating experiment proved discrepancy of the actual state of components of PE teachers’ self-improvement in the process of activity of professional perfection guideline. 
 In order to define physical state of PE teachers, tests aimed at physical preparedness have been selected; physiological indices have been defined with the help of functional tests; to characterize muscle component of PE teachers, muscular system development index has been used. For a good evaluation of indices of physical preparedness, physiological, and morphological indices, 9-grade evaluation charts have been developed. Analysis of the level of theoretical and methodological preparedness, pedagogical communication, and computer literacy of PE teachers was done with questionnaires developed by us. Definition of motivation to self-improvement of teachers of physical education in the process of professional activity was done on the basis of the “Motivation Sources Inventory” (J. Barbuto, R. Scholl).
 Also, results of practical experience allowed to elaborate the structure of self-improvement of teacher of physical education, which includes the following components: theoretical and methodological knowledge, pedagogical communication, physical self-improvement, computer literacy and personal view on self-improvement of teachers of physical education in the process of professional activity, which we define as an individual process of improvement of professionally-significant components of activity oriented on “Professional I-ideal”. “Professional I-ideal” is construed by us as a concept of professional qualities and features that a teacher must possess being oriented on professional requirements.