Postgraduate E.E. Karpova¹
PhD, Associate Professor V.V. Akamov1¹
Dr.Hab., Professor T.I. Shukshina^1
1Mordovian State Pedagogical Institute named after M.E. Evsevyev, Saransk

Keywords: professional value orientations, physical education, life safety, competences, physical education faculty student, physical education teacher.

Introduction. The problem of citizens’ health and life protection can be largely solved by forming professional value orientations in the field of life safety and health protection. This applies, in particular, to educators, for whom value orientations are indicative of their professional competency and personal qualities.

Objective of the study was to determine the level of formation of professional value orientations in the field of life safety in future Physical Education teachers and suggest the ways of their formation.

Methods and structure of the study. The study was conducted at the premises of Mordovian State Pedagogical Institute named after M.E. Evsevyev (MSPI). Subject to the experiment were 82 first- and second-year students (55 and 27 individuals, respectively) majoring in Pedagogical Education (44.03.01), Physical Education specialization. The study comprised three stages.

The initial level of formation in future Physical Education teachers of professional value orientations in the field of life safety was estimated using the Rokeach’s method, based on the ranking of terminal (values - aims) and instrumental (values -means) values. The methodology outcomes were supported by the competency-oriented diagnostic tasks based on the examples of emergency events,

In our opinion, it is the analysis of personal and pedagogical values, as well as the idea of ​​the level of theoretical and methodological preparedness and handling competency, that serve as an integrative indicator of formation of professional life safety value orientations [1 p. 24].

Results and discussion. The first stage of the study consisted in the analysis of the research and methodological literature and normative educational documents (FSES, Professional Standard "Teacher", lesson plan, etc.) in the major 44.03.01 – Pedagogical Education, Physical Education specialization.

The analysis of the research and methodological literature and normative educational documents revealed insufficient theoretical study of this problem and specific professional competences of future Physical Education teachers, formed in the field of life safety. Their list includes general cultural, general professional and professional competences, which made it possible to formulate the professional value orientations underlying future Physical Education teachers’ competences required for life safety. These include the ability to analyze the main stages and patterns of historical development in order to foster civic mindedness (GC-2) in the field of life safety; readiness to maintain the level of physical fitness ensuring full-fledged activity (GC-8) - professional self-improvement and professional skills building in the field of life safety; the ability to use first aid techniques, methods of child protection and protection of other social groups in emergency situations (GC-9); readiness to recognize the social importance of their future profession, be motivated to carry out their professional activity (GPC-1) - formation of practical skills and expertise in various emergency situations; professional competency in accordance with the regulatory legal acts in the area of education (GPC-4) - compliance with the norms and rules of safe conduct; readiness to protect students’ life and health (GPC-6) - protection of students’ life and health in the educational process; the ability to design educational programs (PC-8) - design of professional educational programs to promote safe conduct [2].

The second stage of the experiment aimed to analyze the priority values ​​of students, which helped them build up their own model of safe conduct based on the Rokeach Value Survey. The results of the ranking of terminal and instrumental values ​​were summarized and each value was ranked, after which they were grouped into content-related blocks on various grounds, which are required to identify the level of formation of value orientations in the field of life safety; also, a value-motivational pattern was made (see Table 1).

Table 1. Results of ranking according to Rokeach Value Survey

Thus, when ranking terminal values ​​(values-aims), the first- and second-year students demonstrated an indistinct grouping of values ​​into the blocks, for the majority of whom the values ​​of personal life were of special importance, the values ​​of professional self-actualization were mainly ranked 2nd, concrete values - 3rd and abstract values - 4th, which in general creates a favorable picture. However, most students rated values low, in some cases their rate equaled 9.8%, which is not enough for the groups making up 25 or more people in total. The results of the ranking of the instrumental values ​​(values-means) also indicated the indistinct grouping of values into the blocks. It was the values of activity that were especially significant ​​for students, followed by the values of self-fulfillment, communication, individual values ​​and values of acceptance of others. 

The data obtained prove the necessity of purposeful formation in teachers of professional value orientations both in the field of physical culture and life safety.

The Rokeach's method outcomes were substantiated by the competency-oriented task performance results, including the basic concepts of the theory and methodology of safety education, problematic situations requiring a comprehensive answer.

The analysis of the responses showed that 4.9% of the first-year students and 14.6% of the second-year ones are knowledgeable about the theory and methodology of safety education. The solution of the competency-oriented tasks revealed higher results demonstrating that 25.6% of the first-year students and 35.4% of the second-year ones are able to cope with challenging situations. In the first case, as it seems to us, this is due to the insufficient level of theoretical competency (principal subjects are taught at senior courses), in the second - the responses were built based on the existing experience (empirical level). The data obtained during the questionnaire survey, in general, confirmed the outcomes of the Rokeach Value Survey, which testified to the insufficient level of formation of professional value orientations in the field of life safety in future Physical Education teachers.

At the third stage of the experiment, based on the results obtained, we suggested the ways to solve the problem of formation of professional value orientations in the field of life safety in future Physical Education teachers. One of the ways to solve this problem is to include in the lesson plan the additional educational program "Safety Pedagogics", which involves the competency building consistent with the requirements to professional life safety competency, and outlines the concept of safety education and training of an individual in safe conduct in a real environment (natural, technogenic and social) [3. p. 94]. The professional activity of a Physical Education teacher is one way or another connected with safety precautions, creation of comfortable safe environment, minimization of the anthropogenic impact on the natural environment, preservation of people’s life and health using modern technical means, monitoring and predicting methods.

We assume that considerations of the ideas, methods, approaches and technologies proposed in the additional educational program "Safety Pedagogics" will help to raise the level of formation of professional value orientations in the field of life safety of future Physical Education teachers.

Conclusion. Professional value orientations in the field of life safety of future Physical Education teachers are a structural component of their basic culture and an integral part of their professional culture, which is formed and appropriated during vocational training and acts as an object of the pedagogical influence, where such an additional educational program as "Safety Pedagogics" can serve as its tool.

References

1. Akamov V.V., Shukshina T.I. Diagnostika sformirovannosti urovnya razvitiya tsennostnykh osnov professionalnogo samosoznaniya studentov fakulteta fizicheskoy kultury [Diagnostics of Development of Level of Development of Value Basics of Professional Self-Consciousness of Students of Faculty of Physical Culture]. Teoriya i praktika fiz. kultury, 2014, no. 8, pp. 22-25.
2. Karpova E.E. Formirovanie professionalnykh tsennostnykh orientatsiy buduschikh uchiteley v oblasti bezopasnosti zhiznedeyatelnosti [Formation of professional value orientations in future life safety teachers].
3. Meshi B.Ch. Kompetentsii bezopasnosti zhiznedeyatelnosti: standarty i deystvitelnost [Life safety competences: standards and reality]. Vysshee obrazovanie v Rossii, 2011, no. 6, pp. 94-98.

Corresponding author: t_i_shukshina@mordgpi.ru

Abstract

The problem of citizens’ health and life protection can be largely solved by means of formation of professional value orientations in the field of life safety and health protection. This applies, in particular, to educators, for whom value orientations are indicative of their professional competency and personal qualities. Therefore, it is important to give future Physical Education teachers the tools to impart this kind of professional value orientations in the field of health protection and life safety to students, as these values ​​are necessary and essential for predicting delayed negative effects and consequences of professional activity, expressed in the unity of its theoretical knowledge and practical training. The research objective was to determine the level of formation of professional value orientations in the field of life safety in future Physical Education teachers and suggest the ways of their formation. The study revealed that future Physical Education teachers’ professional value orientations in the field of life safety are a structural component of their basic personal culture and an integral part of their professional culture, which is formed and appropriated during vocational training and acts as an object of the pedagogical influence, where such an additional educational program as "Safety Pedagogics" can serve as its tool.