The requirements for up-to-date professional training of teachers provide for the formation of competencies that are close to the teacher's individual health preservation competence and are formed simultaneously with its components.The purpose of the article is to reveal the competence aspects of the formation of teachers' individual health preservation in the system of continuing pedagogical education.The consistency of the components of the individual health preservation competence with the competencies defined in the draft standard of teacher training is theoretically substantiated. The peculiarities of the components of individual health preservation competence formation in the process of continuing pedagogical education are shown, in particular, during the study of the course “Technologies of teacher's individual health preservation and professional burnout prevention” and the preventive program “Teacher's Health”.The proposed measures of formal and non-formal education, which are focused on the formation of the components of individual health preservation competence in future teachers and teachers-practitioners, allow to influence the formation of professional competencies defined by current standards.Kеуwоrds: teacher, health, individual health preservation competence, professional standard, continuous pedagogical education.
Aim: To investigate the impact of training sessions on the ground of health-promoting technologies upon students’ physical development in higher educational institutions.
Materials and Methods: A group of 50 female students aged 17 to 22 was under our observation for a year. All of them were divided into the experimental (E) and the control (C) groups. The E group female students (n=25) were regularly involved in training sessions using health-promoting technologies, the C group female students (n=25) did not take part in this type of activities.
Results: The positive impact of training sessions based on health-promoting technologies upon the physical development of the E group students was revealed. A significantly better level of strength and flexibility development was noted in the E group students, compared to the C one. A statistically significant difference was found after the experiment in the E group students’ indicators of static balance, vestibular stability, accuracy of assessment of strength, time and spatial parameters of movements.
Conclusions: A rationally constructed system of training sessions based on health-promoting technologies stimulates biological processes, supports the functioning of both individual organs and the students’ body as a whole. This will contribute to strengthening students’ health, increasing their motor activities, improving the efficiency of both learning and future professional activities.
Aim: The aim is to experimentally verify the methodology of self-regulation culture formation as an important element of professional training of future teachers of the humanities in the process of studying the author’s specialized course referred to as “Fundamentals of Psychovaleology”.
Materials and Methods: The research involved third-year students of pedagogical institutions of higher education aged 20 to 23 years in the number of 126 people (80 girls and 46 boys). The methods used included observation, questionnaires, psychodiagnostic methods for determining the level of anxiety, self-assessment of well-being, quantitative and qualitative analysis of the results in terms of self-regulation culture formation according to theoretical, practical and professional criteria.
Results: Experimental verification of the effectiveness of the developed methodology shows qualitative positive changes in the students’ emotional well-being, in significant reduction of their anxiety, as well as in increasing motivation for active exercise
Conclusions: The developed methodology of self-regulation culture formation in future teachers can become a significant basis for the further formation of individual health preservation competence of students i. e. future teachers, their orientation to active physical education as well as fitness and health recreation activities, and can also be included in the system of implementation of professional standards for the training of students in pedagogical specialties, especially in terms of the development of their health preservation competence
Педагогічні науки : теорія, історія, інноваційні технології, 2017, № 4 (68)
individual programs -bioregulators of natural origin and endoecological rehabilitation methods (detoxification on the cell level and cell' microenvironment).Under Постановка проблеми. Зона комфорту як діагностична категорія є предметом широкого обговорення науковців і практичних психологів. У педагогічній практиці її частіше інтерпретують як «колесо життя», «колесо життєвого балансу», тобто як тест, що дозволяє з'ясувати ступінь успішності людини. Валеологи розглядають її як засіб оцінки здоров'я в цілому.Однак, дослідження зони комфорту у взаємозв'язку з особливостями індивідуального здоров'я вчителя, обумовленими виконанням професійних обов'язків, а тим більше -у динаміці його професійного становлення і зростання, -до цього часу не використовувалося.Аналіз актуальних досліджень. Поняття зони комфорту мігрувало в гуманітарні дисципліни з екології, точніше, з біокліматології, де визначалося як стан, у якому зовнішні умови не висувають підвищених вимог до певних
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.