The formation of teacher's motivation to self-improvement during their professional activity is investigated. The aim of the research is to analyse motivation to self-improvement of physical education teachers in the process of professional activity. Physical education teachers for experimental (EG, n=124) and control (CG, n=124) groups were picked randomly from a pedagogical staff of Ukrainian universities. The Motivation Sources Inventory was used to define motivation to self-improvement. Teachers of CG participated in the traditional in-service training course, EG was trained according to the authorial program. We assume that motivation leads and organizes teachers' activity, provides personal essence and significance of self-improvement, promotes the transformation of externally-formulated aims into inner needs. Basic trends of an effective influence on the intensification of motivation to self-improvement of teachers were: formation of positive guideline for self-improvement in the process of professional activity with the help of specification of requirements to specialists; formation of solid knowledge and skills; actualisation of the need for improvement and professional growth. Intrinsic motivation is important for self-improvement of teachers of physical education in the process of their professional activity. The results of the research show that intrinsic motives dominate among the teachers of CG, which highlights positive attitude to pedagogical activity, and intensify motivation to self-improvement.
The article deals with the issue of professional reliability as one of modern approaches aimed at improvement of quality of professional training of teachers of physical education. The aim of research is to define and characterize the conditions of professional reliability of a teacher of physical education. Teachers of physical education from comprehensive schools took part in the experiment. Along with pedagogical observation, analysis of videos of lessons, analysis of teacher documentation (lesson plans), timing, pulsometrics, and methods of mathematical statistics have been used in the research. The results revealed empirical data that characterize indices of professional reliability, namely faultlessness, efficiency, and self-devotion of a teacher of physical education. In its turn, efficiency is determined by general and motor density of the lessons; faultlessness is determined by deviation from the lesson plan and by lesson content; self-devotion consists of verbal and functional components. Levels of indices that define formation of professional reliability of a teacher of physical culture have been revealed. Empirical analysis of the indices of professional reliability of a teacher of physical culture allowed revealing a number of features, consideration of which in professional training will enable quality improvement of training of teachers of physical culture.
The article deals with the issue of professional development and peculiarities of self-improvement of teachers of physical education. Teachers of physical education from higher educational establishments took part in the experiment. A number of methods were used: analysis, comparison, systematization, survey, discussion, teachers interviewing, questionnaire, pedagogical experiment, methods of mathematical statistics, and graphic display of results. Also, results of practical experience allowed to elaborate the structure of self-improvement of teacher of physical education, which includes the following components: theoretical and methodological knowledge, pedagogical communication, physical self-improvement, computer literacy and personal view on self-improvement of teachers of physical education in the process of professional activity, which we define as an individual process of improvement of professionally-significant components of activity oriented on “Professional I-ideal”. “Professional I-ideal” is construed by us as a concept of professional qualities and features that a teacher must possess being oriented on professional requirements.
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