Teoriya i praktika fizicheskoy kultury №11 2016, pp. 3-5

UDC 796.071.4

Professor, Dr.Hab. S.D. Dmitriev¹
Professor, Dr.Hab. E.V. Bystritskaya¹
Associate professor, PhD A.V. Stafeeva¹
Associate professor, PhD D.I. Voronin¹
Postgraduate I.Y. Burkhanova^1
1Kozma Minin Nizhny Novgorod State University (Minin University), Nizhny Novgorod

e-mail: irina2692007@yandex.ru

The article gives an overview of anthropic technologies for the professional competence diagnostics as required by the Federal State Education Standards (FSES) and the relevant labour responsibilities specified by the educator’s professional standard, the technologies being applicable for the staff assessments in the physical cultural education sector. The authors give their opinion on the applicability and benefits of the technologies that make it possible to rate the qualities of the potential/ actual competences and fitness levels for the vocational education activity of a physical culture department student or teacher.
The article provides the key specifications of the anthropic technologies designed based on the personality activation paradigm of the higher vocational education system. The technologies are intended to both form the individual competences in the physical education teachers and evaluate the education process success as verified by the relevantly structured competences employable in practice through the labour process of the educator and trainer.
The above technologies include the following: “reflexive mirror” that means the ability to predict intentions and thoughts of other people; “elements of aporetics” meaning the art of putting paradoxical questions; “dialogue with a primary source” applicable by the teacher to outline the problematic area of the professionally structured personality and the subject’s own vocational activity; “apology of a draft” meaning the product analysis in form of a sketch or draft of the relevant text, image, system or signage integrity that later on may evolve to a final reporting document through the analytical and synthesizing actions of the subject.
All the above technologies have been successfully applied in the curriculum of the bachelors and masters of the pedagogical vector “Education Technologies in the Physical Culture Sector”.

Keywords: anthropic educational technologies, higher professional education concepts, “apology of draft” technology, “reflexive mirror” technology.

References

1. Bystritskaya E.V., Aksenov S.I., Arifulina R.U. et al. Nauchno-tekhnologicheskie podkhody v pedagogicheskom obrazovanii [Scientific and technological approaches in teacher education]. Vestnik Mininskogo universiteta, 2014, no. 1 (5), 12 p.
2. Dmitriev S.V., Bystritskaya E.V. Antropno-deyatelnostnaya paradigma v pedagogike (Polemicheskie zametki) [Anthropic-Activity Paradigm In Pedagogics (Polemic Remarks)]. Teoriya i praktika fiz. kultury, 2013, no. 1, pp. 96-101.
3. Dmitriev S.V., Neverkovich S.D., Bystritskaya E.V. Obrazovatelnye tekhnologii - ot logiki vzaimodeystviya k logike sotvorchestva [Educational Technologies - from logic of cooperation to logic of co-creation]. Sportivny psikholog, 2011, no. 2 (23), pp. 72-77.
4. Stafeeva A.V., Deryabina A.L. Formirovanie professionalnykh kompetentsiy bakalavrov po napravleniyu «fizkulturnoe obrazovanie» v protsesse obucheniya distsipline «Proektirovanie ozdorovitelno-dosugovykh tekhnologiy» [Formation of professional competences of bachelors in "physical education" when learning the subject "Design of recreational and entertainment technologies"]. Vestnik BGU, 2011/13, pp. 69-74.

Received 13.07.2016 г.