The article considers the component content of the transdisciplinary model for quality control of bachelor’s training in “Physical culture” at the strategic (potential) level, tactical (optimal) level, and operational (subject-operational) levels. Interiorized subjectivity, the awareness of the physical culture process and sports self-improvement, and exteriorized subjectivity are identified as criteria for evaluating the quality of bachelor’s training in the “Physical culture”. We used the questionnaire “autonomy-dependence” by G. S. Parygin, “Methodology for diagnosing the level of reflection development” by A.V. Karpov to study the feature of transdisciplinary model for quality control of bachelor’s training in “Physical culture”. We used a modified questionnaire by V. I. Baidenko to study soft skills forming process. The software “SPSS v 17.0”, descriptive statistics, φ* Fischer criterion were used for statistics. As a result of the formative in result of experiment, significant differences in reflexivity are observed. Thus, at the operational level, there is a predominance of retrospective reflection. Differences in the reflection level are identified at the tactical level. Comparison of KG and EG after conducting a formative experiment using the “autonomy” criterion allows us to conclude that there are statistically significant differences (p≤ 0.01). Significant differences in the concepts of competencies in KG and EG with an error (p≤ 0.01) were identified by the criterion of “maintaining” competencies. Thus, the introduction of a transdisciplinary model for quality control of bachelor’s training in the “Physical culture” allows us to introduce innovative changes in bachelor’s training based on the methodology of transdisciplinarity.
The article substantiates the urgency of transdisciplinary methods of soft skills competencies formation. As a result of theoretical summarizing of psychological-pedagogical literature, concerning the problem of the research, we revealed attributive features of “soft skills competencies” notion: universality, situatedness, cooperativity, longitudness, directivity. As transdisciplinary methods of the future physical culture teacher’s soft skills competencies formation the authors of the article use the methods of transdisciplinary consulting, transdisciplinary tutorship, methods of transdisciplinary supervision, “shadowing”, “in-basket”; “secondment”; “buddying” methods modification. The forming experiment was held in natural conditions and was directed toward studying the effectiveness of competencies soft skills formation transdisciplinary methods. During the experimental work the authors formed CG (control group), EG-1(methods of transdisciplinary consulting, transdisciplinary tutorship); EG-2 (methods of transdisciplinary supervision); EG-3 (“shadowing”, “in-basket”; “secondment”; “buddying” methods). For statistical results handling the authors used “SPSS v 17.0” software program, Fischer test φ*. It was underlined that transdisciplinary methods of competencies soft skills introduction conditioned statistically significant changes in modified competencies concentration, priority, tension and support in the future physical culture teachers’ notions in the experimental groups.
The article substantiates the urgency of competencies transdisciplinary modification among the future physical culture teachers. As a "nucleus" of transdisciplinary, which connects competencies of educational standard 44.03.05 into a single conceptual context, we chose subjectivity. The main research methods are the following: scientific literature analysis, connected with the problem of transdisciplinarity, diagnostic methods, which include content-analysis of competencies, modified V.I. Baydenko questionnaire. For statistical results handling we used software «SPSS v 17.0», Fisher's ratio test φ*. As a result of the empirical study we revealed the features of "subjectivity" in general professional and universal competencies. The authors presented the characteristic of subjectivity indicators, described the blocks of transdisciplinary modification of competencies. The authors underline that transdisciplinary competencies introduction into the teaching process of the future physical culture teachers conditioned statistically significant changes in the competence, priority, tension and modified competencies support in the notions of the future physical culture teachers of the experimental groups.
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