Associate Professor A.G. Polivaev¹
Associate Professor, PhD N.V. Fomicheva¹
Associate Professor, PhD I.N. Grigorovich^2
1Tyumen State University, Ershov Ishim Pedagogical Institute (affiliate), Ishim
² Polessky State University, Pinsk, Belarus

Keywords: system-activity approach, training model, practice-driven teacher education, Professional Standard “Teacher”, teacher’s actions, teacher’s labour functions.

Background. A set of new basic regulatory documents (including the Federal State General Education Standard (FSGES), the Professional Standard “Teacher”, the Federal State Higher Education Standard (FSHES) and the Teacher Education Support Concept) intended to regulate operations of the national education sector institutions have triggered revisions in the modern teacher education process with the top priority being given to practice-driven education [1, 5, 8].

In the present situation, the educational sector needs such an education model that will give the means for the future teacher to design his/ her professional activity in compliance with the modern norms and standards worked out by the professional community and set forth in the relevant professional standard; and this opportunity, in its turn, will facilitate the students’ education and development process being designed as required by the FSHES.

Analyses of a variety of practice-driven teacher education models being applied in Russia and abroad [2, 3, 4] gave us the means to identify the key areas and trends of the modern teacher education process and offer a phased practice-driven teacher education process model in application to a physical education teacher (PE). In the model design and practical implementation process, the existing progress rating system under the academic curriculum (AC) was revised; the relevant competences put in compliance with the list of occupational responsibilities and labour functions as provided by the professional standard; the AC structure was redesigned on a modular basis; and the structures and contents of the valid academic education and work practices were revised. It is the student’s fitness for the professional career at an educational establishment as verified by the relevant professional qualification tests in the final work practice that were viewed as a final product of the proposed model.

Objective of the study was to develop and substantiate a phased practice-driven teacher education process model for a physical educator.

Methodology and structure of the study. The study was performed in the period of March 2013 through March 2016. Subject to the study were 16 fourth-year students of the Pedagogical Institute majoring in “Pedagogical Education” discipline and specializing in Physical Education who formed a Study Group (n=16). The practice-driven educational process in application to future physical education teachers was based at the Institute and the base department of the Municipal Education Establishment Secondary Education School #5 where due conditions were put in place for efficient practice-driven training of the future physical education teachers. Reference Group (RG) for the study was composed of 15 third-year students who were trained under the same academic curriculum. For the purposes of the study, the following methods were applied: analysis of the available theoretical, practical, psychological and educational literature on the subject; longitudinal educational experiment; questioning survey; expert valuations; and standard mathematical methods of statistics.

Study results and discussion. In view of the fact that the proposed model implementation was largely supported by the ongoing transition to the new FSHES, we put the model – from the very onset of the experiment – in compliance with the FSHES and Professional Standard “Teacher” implementation projects, with the standards being later on approved by the Ministry of Education and Science of the Russian Federation. The model was designed to include the following phases:

Phase 1 (theoretical and practical) was designed for the 1-2-year students, with a special emphasis on the Professional Teaching Skills (PTS) being formed in the process to contribute them later on to the professional competences and then to the teacher’s labour functions. A high priority in this phase was given to the interconnections of the psychological, educational and sport disciplines with due emphasis on the inter-subject links of the general humanities, medical, biological and general professional education cycles.

Phase 2 (activation of the subjects-specific and professional education potential) was designed to mobilize the subjects-specific and professional education potentials in the students in the education process at the Municipal Education Establishment Secondary Education School #5 of Ishim town and during the work practice period. The highest priority in this phase was given to the productive activity of the student directly engaged into an educational process as an active process participant rather than a passive observer working on directions of the process manager. Students in the school practice were in charge of the physical education sessions working as provided by the relevant frame plans for the age- and class-composition-specific components of the school curriculum; and were required to design problematic situations in every PE session and for every set of motor skills mastered at every stage of the school educational process.

Phase 3 (resultant competency forming phase) was implemented directly in the students’ pre-diploma practice when they worked as physical education teachers and/ or class tutors with the purpose of mastering and demonstrating the most versatile labour functions of a PE teacher. It was the final stage of the PE teacher practice-driven educational process that was designed as an integrated system for successful personality and professional development of the future teacher, i.e. integrated professional performance process with the relevant PE occupational responsibilities and functions mastered in a real school curriculum.

This phase of the practice-driven education was intended to develop due professional competency, teaching mastery, social activity, self-development ability, practice-based culture, self-fulfilment agenda, self-reliance, insistence and competitiveness in the students.

To rate the model efficiency, an educational experiment was performed. In Phase 1 of the experiment, we applied the expert valuation method by A.N. Dvoyeglazov and G.D. Babushkin to analyze the variation trends in the primary Professional Teaching Skills (PTS) progress rates of the students for two academic years of 2012-2013 (see Table 1).

Table 1. Professional Teaching Skills (PTS) progress rates of the SG versus RG students majoring in Physical Education for two academic years, in points,

Analysis of the Phase 1 results showed significant differences in the PTS progress rates of the SG versus RG students in every component save for the motor skills, with the communication and management skills rated with the highest growth in the process.

In Phase 2, we obtained data on the general cultural and professional competences development levels, the competences being largely based on the previously formed PTS of the students and classified into the following general and professional competences: GC-8, PC-3, PC-7 and PC-11.

Table 2. Professional competences development rates of the SG versus RG fourth-year students (М – minimal, B – basic, H – high levels)

The professional competences development rates in more than 53% of the students were found to reach the high level – that was interpreted as indicative of the new phased education model being efficient. Therefore, we have good reasons to state that the previously formed Professional Teaching Skills (PTS) were of high positive contribution to the teaching competences formation success; and it should be noted that the SG competence development rates, as verified by -criterion, were significantly higher than those in the RG of the third-year students (see Table 2).

In Phase 3, we rated and analyzed the professional teaching responsibilities and functions mastering qualities in the future teachers based on the PTS, GC and PC development rates. The analysis was performed in the process of real educational experiment during the students’ work practice, with the relevant professional qualification testing technology being applied. The qualification tests implied the students fulfilling the following tasks: act as a teacher in a PE lesson largely focused on health-improvement, educational, cultural and developmental goals; manage an off-class sport event like festival, competition etc.

It were such individual qualities and abilities as self-reliance; compliance of the test result (as verified by the Universal Teaching Actions - UTA [7]) to the task; reasoning for the decisions made; accuracy, activity and purposefulness; reflexion; and demonstration of the professionally important personality qualities [6] – the qualities being scored by three experts on a 5-point scale (from 0 to 4, see Table 3) – that were applied for the students’ progress ratings in the tests. The expert team was composed of a Work Practice Manager from the University (E1), an Instructor from the Municipal Procedural Centre (E2) and a Physical Education teacher (E3).

Table 3. Teacher’s competences mastering rates of the graduates

Conclusion. The proposed phased practice-driven teacher education model in application to the future physical education teachers was found efficient as verified by the significant growth of the Professional Teaching Skills (PTS) and the general cultural and professional competences in the students. Moreover, the proposed teaching actions rating system based on the expert valuations proved to be highly efficient and compliant with the requirements of the valid Professional Standard to the education levels of the Physical Education sector graduates specializing in “Teaching” discipline.

References

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2. Bondarenko T.N. Funktsional'naya model effektivnogo praktiko-orientirovannogo obucheniya v vysshem uchebnom zavedenii (Functional model of effective practice-based learning in higher education establishment [electronic resource] / T.N. Bondarenko // Internet-journal «NAUKOVEDENIE». – 2013. – # 4. – P. 1-7. – url: http://naukovedenie.ru/PDF/55evn413.pdf, free. – (Date of access 13.03.2016).
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Corresponding author: palex-77@mail.ru

Abstract     

The Teacher Education Support Concept being implemented in the RF assumes the practice-driven teacher education playing a key role in the modern teacher educational process. Still unsolved at this juncture are a few problems of the teacher education process designed to give universal knowledge and skills under the academic physical education curriculum to attain subjective and largely inter-subject goals of the educational process. Objective of the study was to develop and test a phased practice-driven teacher education model in application to a physical education teacher. Subject to the study were 16 fourth-year students of the Pedagogical Institute majoring in “Pedagogical Education” discipline and specializing in Physical Education. The study offers basic indicators of the physical education teacher's professional teaching skills and primary occupational qualifications.