PhD, Associate Professor S.N. Gorshenina¹
Postgraduate N.A. Marinkina¹
PhD A.R. Mamayev^1
1Mordovian State Pedagogical Institute named after M.E. Evsevyev, Saransk

Keywords: technological competency, future physical education teacher, technological competency building educational provisions.

Background. Modern education system modernisation processes imply the educational activity being designed to build due competency in the educational specialists including competency in the relevant educational technologies to improve efficiency and effectiveness of the professional education service [1]. This issue has been subject to a few studies (by S.V. Dudova, N.Y. Karakozova, N.N. Manko, E.I. Nikiforova, N.B. Pikatova, L.A. Yadvirshis) making a special emphasis on the education specialist technological competency building aspect. The relevant competency of the physical education teacher is determined by the professional service requirements as provided by the Federal State General Education Standards in application to the Physical Education discipline, with the competency being formed using the regular educational technologies complemented by the sports- and health-centred physical education technologies [2]. We consider the technological competency of the future physical education teacher as a characteristic of an integral professional personality with the relevant values, senses and motivations for professional services based on due professional knowledge and skills in the educational process technological design basics with the general education and sports- and health-centred physical education technologies implementation methods, and with a special attention given to the personality development logics.

Objective of the study was to find, analyse and test by an experiment the future physical education teacher’s technological competency building educational provisions.

Methods and structure of the study. The study was performed at the Research and Practical Centre of Physical Education and Healthy Lifestyle under the Mordovian Base Centre of Pedagogical Education [3]. Subject to the study were 254 senior students majoring in 44.03.05 Pedagogical Education of the Physical Education discipline.

Study results and discussion. The study found that due educational provisions need to be put in place to: develop high motivations in the trainees for the education technology design basics learning; employ every opportunity provided by the formal and informal education methods to build the technological competency in the future physical education teachers; and ensure the technological competency building process being efficiently staged. Given hereunder are the substantiations for the above educational provisions.

The first educational provision is designed to develop high motivations in future physical education teachers for the education technology design basics mastering process. Efficiency of this provision depends on how interested the future educators are in mastering the modern general education and sports- and health-centred physical education technologies. A future physical education teacher needs to be duly motivated by the relevant self-fulfilment, competitiveness-building and educational process effectiveness improvement goals to ensure that a graduate is fully fit to meet the relevant requirements to the modern education v teacher and is offered good remuneration and career opportunities.

The second educational provision implies every opportunity provided by the formal and informal education methods being employed to build high technological competency in a future physical education teacher. As provided by the valid regulatory provisions, formal education is defined as the statutory education service provided by the relevant education establishments in compliance with the valid State Education Standards for the licensed educational curricula to secure the relevant competences being developed in the students. The future physical education teacher’s technological competency building process within the frame of the formal education system is designed compliant with 44.03.05 Pedagogical Education curriculum of the Physical Education discipline including the following elements:

– Base-part disciplines (Pedagogics; Modern Learning Progress Rating Methods; Information Technologies in Education) designed to give knowledge of the general education technologies;

– Variable-part disciplines (Physical Education Theory and Practice; Project Design Basics for Education Specialist; Physical Education and Sport Technologies) designed to help master basic techniques and skills in different sport disciplines (gymnastics, track and field sports, skiing, swimming, martial arts) and acquire competencies in the team sports design and management technologies;

– Optional disciplines (Wrestling Techniques Mastering Methods; Junior Skiers’ Training Basics; Fitness Technologies in Educational Establishments; Training Simulators in Physical Education and Sports; Athletic Training Technologies in Track and Field Sports; Long Jumpers’ Primary Training Technology; Qualification-Specific Training Technologies in Volleyball; Health Protection Technologies in Educational Process: Theoretical and Practical basics) designed to give high competencies in the physical education, sports and health improvement technologies in application to children and youth.

Special priority in the future physical education teacher’s technological competency building process in the formal education system must be given to the educational practices at children’s general and advanced education establishments.

Modern informal educational system is designed to offer systemic education and development services beyond the frame of the formal education system with a special priority to the actual needs of the students, the services being provided under the relevant educational curricula to develop the required competencies in the students.

We developed a special advanced professional education model Modern Educational Technologies for the Future Physical Education Specialist designed for senior students to help them master modern general education and sports- and health-centred physical education technologies. In addition, the model offers informal education service to future physical education teachers in master classes; teaching skills mastering workshops; special practices; training sessions; and probation practices at the main departments of Mordovian State Pedagogical Institute named after M.E. Evsevyev [4]. The educational tools offered by the model help develop due educational skills and experience in the future educators to successfully master the best advanced educational practices, join professional discussions and contribute to the ongoing development of teaching aids for the class and off-class sports- and health-centred physical education technologies and curricula.

The third educational provision is designed to ensure the future education teacher’s technological competency building process being efficiently staged. Logics of the staging process and each stage are based on the modern sign-and-context education technology that implies the following three stages in the future physical education teacher’s technological competency building process: motivation, management and reflexive assessment stages.

The motivation stage is designed to provide prime knowledge to the future educator on how the modern educational process design technology basics need to be practically applied in the individual professional career. Education curriculum at this stage is designed to rate the initial technological competency of the future physical education teachers to make them feel the gap between the actual individual and ideally achievable technological competencies. The primary goal at this stage is to help the student efficiently learn the educational process design technology basics.

The management stage may be described as the direct technological competency building process period, with a special emphasis made on the conscious engagement of the future educator in the professional and quasi-profession education processes offered in the formal and informal education service systems.

The reflexive assessment stage means the future physical education teacher’s technological competency assessment period, with the students given the time to rethink the acquired competencies and experience, understand the logics of the process and develop due determination for self-improvement in future educational career.

Benefits of the above described educational provisions and education model were tested by a practical experiment to rate the future physical education teachers’ technological competencies. The tests were designed to rate the students’ motivations, values, cognitive, management and reflexive assessment skills by the relevant rating criteria, with the resultant competency rates classified into high, average and low levels [5]. The test data and analyses showed progress of the future physical education teachers’ technological competencies: see Table 1 hereunder.

Table 1. Future physical education teachers’ technological competencies: averaged rates, %

Conclusion. The future physical education teachers’ technological competencies rating tests showed notable progress of the Experimental Group students as a result of the facilitating education provisions for the educational process offered within the new education model.

References

1. Gorshenina S.N., Marinkina N.A. Podgotovka bakalavrov pedagogicheskogo obrazovaniya k realizatsii sovremennykh pedagogicheskih tekhnologiy [Teacher education bachelor training to implement modern educational technologies]. Gumanitarnye nauki i obrazovanie, 2017, no. 1 (29), pp. 95–98.
2. Gorshenina S.N., Marinkina N.A. Soderzhatelnye osnovy formirovaniya tekhnologicheskoy kompetentnosti u buduschikh uchiteley fizicheskoy kultury [Substantive foundations of technological competency building in future physical education teachers]. Teoriya i praktika fiz. kultury, 2017, no. 1, pp. 12-14.
3. Kokurin A.V., Shukshina T.I., Zamkin P.V., Miroshkin V.V. Rol regionalnogo nauchno-prakticheskogo tsentra fizicheskoy kultury i zdorovogo obraza zhizni v obrazovatelnoy deyatelnosti vuza [Role of regional research and practical physical culture and healthy lifestyle center in academic educational activity]. Teoriya i praktika fiz. Kultury, 2016, no. 8, pp. 5–7.
4. Kulebyakina M.Y., Gorshenina S.N. Bazovaya kafedra pedagogicheskogo vuza: prakticheskiy opyt [Basic chair of pedagogical university: practical experience]. Vysshee obrazovanie v Rossii, 2016, no. 10, pp. 107–112.
5. Marinkina N.A., Gorshenina S.N. Kriterialno-diagnosticheskiy instrumentariy otsenki sformirovannosti tekhnologicheskoy kompetentnosti bakalavrov pedagogicheskogo obrazovaniya [Criterial-diagnostic tools to assess technological competency level in bachelors of teacher education]. Problemy sovremennogo pedagogicheskogo obrazovaniya. Seriya: Pedagogika i psikhologiya: nauchny zhurnal [Problems of modern pedagogical education. Series: Pedagogics and psychology: scientific journal]. Yalta: RIO GPA.

Corresponding author: t_i_shukshina@mordgpi.ru

Abstract

Presently the national educational system gives a high priority to the professional educators’ performance efficiency improvement initiatives, with a special emphasis on the technological competency building component pivotal for their mastery in the education technology design basics and, hence, the education process quality improvement domain. The study found that due educational provisions need to be put in place to: develop high motivations in the trainees for the education technology design basics learning; employ every opportunity provided within the formal and informal education systems to build the  technological competency in future physical education teachers; and ensure the technological competency building process being efficiently staged. The study was performed at the Mordovian Base Centre of Pedagogical Education, with senior students of the Physical Education Department of Mordovian State Pedagogical Institute named after M.E. Evsevyev being subject to the study. Practical tests of the resultant educational provisions showed their benefits for the future education teacher’s technological competency building process.