N.V. Tarinova
Perm state humanitarian pedagogical university, Perm

Key words: professional competency, faculty of physical education, pedagogics, experimental analytical model in conditions of distance learning.

The ever-increasing demands on the subject teacher of a secondary comprehensive school, including a physical education teacher, who has to deal with serious teaching issues related to education, training and rehabilitation of schoolchildren, determine the increased requirements to a university training process.

The ideology of innovative university learning is reproduced in the federal state educational standards of higher vocational training, which are based on the competence learning model. The concepts of competency and competence are the integrative evaluation criteria of the quality of vocational training. Nowadays creative personalities of broad views, capable to adapt to changes, to identify the problem and find the best solution, those who can interact with a child are in demand.

In its turn, teacher’s professional competency is expressed via the unity of his theoretical and practical skills [3, 8]. Emphasizing the practical orientation of competencies, V.S. Lednyov, N.D. Nikandrov, M.V. Ryzhakov note that competence is a sphere of relations between knowledge and action in the human practice [4].

Thus, the competence-based approach involves the significantly intensified practical orientation of education [2].

However, in our view, the opinion of O.A. Abdulina is still relevant that the main drawback of the current training of present graduates is the gap between theoretical knowledge and skills of their practical use, providing a poor command of practical skills and abilities [1].

Enhancement of the practices of training, education and development of the younger generation based on the scientific achievements is most important in the teacher’s professional activity.

In modern conditions creative individuals with a broad outlook, able to adapt to changes and recognize the problem and find the best ways to solve it and be able to communicate with a child, are in demand.

The purpose of the study was to form a professional competence of future physical education teachers based on the designed experimental analytical learning model in pedagogics.

Materials and methods. The test method was selected to collect information. The study was conducted in Perm state humanitarian pedagogical university (PSHPU) and involved 3 and 4-year students of PSHPU full-time (34 students) and correspondence (32 students) departments studying in accordance with the specialized curricula for pedagogical universities. In total 66 students of the faculty of physical education participated in the study.

It is to be noted that at the time of the study 3^rd year correspondence students had passive school practice (attended classes of physical education teachers). 4^th year students passed teaching practice; some students of the correspondence department not only had practice, but also worked in a school.

Remaining knowledge were tested using two diagnostic techniques: multiple choice answer test - "theoretical" (development of teachers of the pedagogics department of PSHPU, electronic version) and "humanitarian" test, that included tasks where it was necessary to apply the theory to analyze descriptions of fragments of the teaching process, to design possible scenarios, considered as a pedagogical task, as well as to pass one’s judgment. 3rd year students (day and correspondence departments) did not do the "theoretical" test, as they still study pedagogics in the 3rd year on the faculty of physical education.

Results and discussion. According to the analysis of the findings, all in all, students of different years do the "humanitarian" test and the traditional test at the same level (Tab. 1).

Table 1. Results of the pedagogics test

Students of the faculty of physical education differ from other students by their regular participation in competitions of different levels and they miss lessons, due to frequent leaving to training camps. Changes are required in the learning process of these students, using forms of work that are typical of correspondence-distance learning.

Can all disciplines be taught distantly? For example, pedagogics?

According to the analysis of scientific publications, the process of learning socio-humanitarian disciplines, which include pedagogics, has the following features:

• dialogic, problem-logical, reflexive approach to the theory presentation;
• presentation of the main issues of the course in the context of actual pedagogical problems, available and possible experience to resolve them;
• address to personal experience of the one who studies pedagogics, personal orientation of education and personal nature of knowledge;
• relying more on the emotional sphere of personality, development in the unity of moral and emotional culture and professional activity of a future teacher;
• implementation of reflection throughout the learning process, at any short-term stages of activity.

The practice-oriented nature of the science “pedagogics” is shown in the following features of teaching it as a subject:

the need for students’ knowledge of a sufficient number of: a) forms of training and educational work, b) algorithms of interaction with children (in terms of management of children's organizational activities, communication in different situations, including conflict ones) - as a condition for the effective design of the educational process in different environments, with different contingent of students;

• the need for development of professionally important skills in handling personal psychophysical apparatus;
• the need for future teachers not only to master the basic knowledge and skills in the field of pedagogics, but also to form their own attitude to the process of teaching pupils, gain the experience of expressing their pedagogical attitude in the basic forms of professional activity;
• mutual conversion of theory and practice at every stage of learning pedagogics.

This very gradual mutual conversion of cognitive and practical pedagogical activities as additional ones in the work of a modern teacher - a developing personality is an essential condition of training of a modern teacher in accordance with the concept and the model of experimental analytical teaching of pedagogics (L.A. Kosolapova) [6]. Thus, the experience of participating in teaching (possibly from the standpoint of a former pupil) is a condition for identification of the pattern first in a class together with a teacher, then - more independently, for example, when doing a task to develop and describe an algorithm of his actions in the repeated situation of teaching practice. On the other hand, the studied patterns are converted into practice: first, by arguing about the possible scenarios, role-playing of fragments of the pedagogical process, analyzing of videos, others, and then - own experience from the standpoint of pedagogical theory.

The mutual conversion of cognitive and practical pedagogical activities promotes the introduction of microstudies carried out both in a class work to identify on a specific example of pedagogical laws and the pedagogical practice of students to effectively achieve the learning outcome in work with pupils. The system of microstudies acts as a condition for the formation of research skills, stimulates the interest in learning pedagogical phenomena and thus provides the formation of the research competence of a future physical education teacher [5].

The more often a prospective teacher uses his own and others' experience to identify pedagogical rules and the sooner he applies the obtained knowledge in practice, the more chances he has for self-improvement and enhancement of his professional skills.

The introduction to the university educational process of the system of practical tasks, objectives, situations, problems helps to create, develop students' practical skills and abilities they need in their future work. The use of role playing games, microstudies, etc. in students’ training leads to the effective formation of professionally important skills and abilities of future teachers.

The features of the process of teaching pedagogics as humanity is fully taken into account in distance (for full-time students during business trips) and correspondence-distance learning, the specifics of which is represented:

- in the technological component – using e-mail, web camera for quick, systematic and convenient information acquisition;

- in the pedagogical component – an opportunity to organize daily individual teacher-student communication, which is especially important for the implementation of the dialogic approach to learning, establishing personality-business relationships between a teacher and a student;

- in the organizational component - providing effective feedback, detection and response to emerging difficulties.

In terms of correspondence-distance learning it is possible and effective to use the model of experimental analytical teaching of pedagogics to students, which is distinguished by the use of the diversity of cognitive and practical pedagogical activities to ensure multiple variant "theory-practice" and "practice-theory" transitions.

The experimental analytical model in conditions of correspondence-distance learning in a university is implemented in accordance with the principles of:

• multi-variant mutual conversions of pedagogical theory and pedagogical practice while teaching pedagogics;
• adequacy of the process of teaching pedagogics to cultural, scientific, social and personal context;
• open learning environment;
• a combination of algorithmization and variability of the educational process;
• interactivity, promotion of independent thinking and activity of students;
• individualization and differentiation of the pedagogical support of the educational process.

The complex of pedagogical conditions for the implementation of the model of the experimental analytical teaching of pedagogics to students in conditions of correspondence-distance learning includes:

• pedagogical support of teacher-student, student-student interactions as a systemizing element of the pedagogical system of distance learning in a university and the meaningful condition of teaching pedagogics to students;
• formation of students' psychological and instrumental (computer skills) skills to distance learning interaction;
• the methodology of teaching pedagogics to university students according to the experimental analytical model in conditions of correspondence-distance learning, which is focused on the formation of the system personally important pedagogical knowledge based on personal experience reflection; application of knowledge to analyze fragments of the educational process and design of options for the optimal development of the educational process ("theory-practice" transition); implementation of the reverse "practice-theory" transition through a system conduct of educational microstudies, algorithmization of personal experience of practical pedagogical activity.

Conclusion. The use of the experimental and analytical model that involves multiple divergent mutual conversions "theory-practice" and "practice-theory", as well as the potential of distance learning can significantly improve the quality of teaching pedagogics to full-time and correspondence students of the physical education department.

References

1. Abdulina, O.A. General teacher’s training in the system of higher pedagogical training / O.A. Abdulina. – Moscow: Prosveschenie. 1990. – 141 P. (In Russian)
2. Bogolyubov, L.N. Basic social competences in the social science course / L.N. Bogolyubov // Prepodavanie istorii i obschestvoznaniya v shkole. – 2002. – № 9. – P. 24. (In Russian)
3. Zeer, E.F. Competence approach to modernization of professional education / E.F. Zeer, E.E. Symanyuk // Vysshee obrazovanie v Rossii. – 2005. – № 4. – P. 25. (In Russian)
4. Lednev, V.S. State educational standards in the system of general education: theory and practice / V.S. Lednev, N.D. Nikandorov, M.V. Ryzhakov. – Moscow, 2002. (In Russian)
5. Kosolapova, L.A. Microresearches as a condition of competence formation of would-be physical education teachers / L.A. Kosolapova, N.V. Yunyaeva // Teoriya i praktika fizicheskoy kultury. – 2009. – № 5. – P. 22–24. (In Russian)
6. Kosolapova, L.A. Experimental-analytical education in pedagogics: the conceptual model / L.A. Kosolapova // Rossiyskiy nauchny zhurnal. – 2011. – № 2 (21). – P. 98–107. (In Russian)
7. Tarinova, N.V. The conditions of improvement of the quality of teaching pedagogics to correspondence students: the experimental-analytical model and capacities of distance learning / N.V. Tarinova // Bulleten Orlovskogo gosudarstvennogo universiteta. – Orel: Federal’ny nauchno-prakticheskiy zhurnal. – 2012. – № 8. – P. 258–262. (In Russian)
8. Tatur, Yu.G. Competence in the structure of the model of improvement of the quality of expert training / Yu.G. Tatur // Vysshee obrazovanie segodnya. – 2004. – № 3. – P. 24. (In Russian)

Author’s contacts: tarinovanv@mail.ru