The Method of Forming the Health-Saving Competence of Pedagogical Universities’ Students

KHATUNTSEVA, S.; Kabus, Natalia; Portyan, Maryna; Zhernovnykova, Oksana; Kara, Svitlana; Knysh, Svitlana

doi:10.18662/rrem/208

Cited by 12 publications

(9 citation statements)

References 5 publications

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“…professionalism and, the basic criterion for assessing education quality is a competency-based approach (Luchaninova et al, 2020;Ramesh, & Krishnan, 2020). The researchers highlight the importance of developing healthpromoting competency in teacher students since it can help to regulate study load, prevent fatigue, monitor pupils' health, physical and mental development, as well as develop and implement educational programmes for promoting a healthy style of living and preventing harmful habits (Khatuntseva et al, 2020). This approach is based on the principle of continuous education, which promotes teacher professionalism and operates through the involvement in extracurricular activities.…”

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confidence: 99%

The System of Training Future Teachers for Organizing Extracurricular Activities of Pupils

Androshchuk

Kurach

et al. 2020

RREM

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The paper defines conceptual principles of future teachers' professional training in the context of organizing extracurricular activities for pupils, which contain preliminary statements, methodological approaches (systemic, synergetic, competency-based, activity-oriented, developmental, personalityoriented, cultural, axiological), principles (general didactic and specific) of education. The professional training of future handicraft and technology teachers for organizing extra-curricular activities for pupils is analyzed based on its three stages: organization and motivation, practice and methods, activity and creativity. Given the professional activities of future handicraft and technology teachers, it is essential to distinguish their theoretical, practical and methodological training. The stages of training future handicraft and technology teachers for organizing extra-curricular activities for pupils are reinforced with the content of such training in higher education institutions. The levels of readiness of future handicraft and technology teachers for extracurricular activities can be identified through relevant indicators based on motivationaland-axiological, cognitive, activity-related and creative criteria. Both the qualitative and quantitative analysis of the experiment results shows that the obtained indicators confirm positive dynamics regarding developing readiness in future handicraft and technology teachers to organize extracurricular artistic-andtechnical activities for pupils.

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confidence: 99%

The System of Training Future Teachers for Organizing Extracurricular Activities of Pupils

Androshchuk

Kurach

et al. 2020

RREM

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“…At H. S. Skovoroda Kharkiv National Pedagogical University and Berdyansk Pedagogical University are actively working at various faculties to form in students a solicitous attitude to their health. Thus, the method of forming health-preserving competencies at students of pedagogical universities was applied (Khatuntseva et al, 2020). The authors have developed criteria (motivational, cognitive-activity, informationcommunication, reflexive-productive) and levels for assessing the formation of individual components of health competence.…”

Section: Literature Reviewmentioning

confidence: 99%

Increasing Students’ Motivation for the Health-Preserving Activities

Shcherbak

Drozhyk

Боярська-Хоменко

et al. 2021

RREM

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This article studies the measures to increase motivation of the first-year students in terms of health-preserving activity. The study involved first-year students of various specialties of H. S. Skovoroda Kharkiv National Pedagogical University (Ukraine). The study was performed in three stages. At the first stage, we conducted an anonymous test to determine the motivation of future professionals towards health-preserving activity, the results of which has shown, that 46% of students had a low level and did not have a need for health care; they were not motivated to a healthy lifestyle, while having harmful habits, 35% of students had an average level and were willing to take measures to support their health. And only 19% had a higher level of motivation for health-preserving activitie. At the second stage in the educational process the formation of sustainable motivation and values to health-preserving activities was provided by non-traditional lectures (problem-solving lectures, lectures-presentations, lectures-discussions, organization of practical and seminar classes using innovative teaching methods, organization of educational activities). As an outcome of conducted activities we arranged an anonymous survey among students, the results of which has shown that the level of students motivated to health-preserving activities has increased. 30% of students had a high level of motivation. The majority of students (48%) had an average level of motivation for health-preserving activities and expressed a desire to be engaged in health activities. Students who had a low level of motivation also reconsidered their habits and began to pay attention towards their own health support. Their number decreased to 22%. This indicates the effectiveness of various measures in the educational process to increase student motivation for health-preserving activities. Such data indicates on the effectiveness of health activities support during the educational and training activities of students.

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“…The criteria (motivational, cognitive-activity, informational communication, reflective-productive) and their levels (high, average, low) for estimation the formation level of certain components of health-saving competence (Khatuntseva, Kabus, Portyan, Zhernovnykova, Kara & Knysh, 2020) were worked out.…”

Section: Health-saving Competence In the Educational Processmentioning

confidence: 99%

Fairy-Tale Therapy as a Means of Forming Health- Saving Competence of Children with SEN

Казачінер

Tkachenko

2020

RREM

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The article is devoted to defining the peculiarities of forming health-saving competence of children, including the ones with special educational needs, by fairytale therapy means. The objective of the study is to highlight the specific way in which the health-saving competence of children, including the ones with SEN, can be formed by means of fairy-tale therapy. Results: A list of fairy tales, works of children's literature, poems, cartoons and films was identified. Examples of activities for children using the fairytale therapy are given. The directions of formation and development health-saving competence of children, including the ones with SEN, by fairytale therapy means are highlighted. Examples of activities for children using the fairytale therapy are given: 1) analysis of the story content, the behaviour of characters, their actions, consideration of illustrations and conversation behind them; 2) making illustrations from puzzles; 3) working with interactive books / toy-book / book with icons; 4) drawing the illustrations; 5) putting the sentence in the correct order (according to the content of the fairy tale (story, poem, cartoon, children's film); 6) preparation and participation in a theatrical performance; 7) making puppets for puppet theatre; 8) guessing puzzles, selecting proverbs, sayings that can illustrate the content; 9) guessing crosswords; 10) participation in the game trip; 11) housekeeping of illustrations, objects, stroking, hatching; 12) forming mental operations etc. Conclusions: Fairy-tale therapy is an effective, entertaining and affordable tool that can be used by the educator to form the health-saving competence of children, including the ones with SEN.

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The Method of Forming the Health-Saving Competence of Pedagogical Universities’ Students

Cited by 12 publications

References 5 publications

The System of Training Future Teachers for Organizing Extracurricular Activities of Pupils

The System of Training Future Teachers for Organizing Extracurricular Activities of Pupils

Increasing Students’ Motivation for the Health-Preserving Activities

Fairy-Tale Therapy as a Means of Forming Health- Saving Competence of Children with SEN

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