Structural components of the model of future physical education teachers under educational challenges: the section «Theory and Methodology of Physical Education» and the section «Physical Training»

Abstract

At present, there exists a considerable body of scientific research and authorial developments with similar thematic orientations, grounded in theoretical and practical studies, including: Dynamics of the Development of Pedagogical Mastery and the Interaction of Factors in Its Formation (2020); A Model for the Development of Pedagogical Mastery of Future Teachers in the Process of Professional Training (2021); Educational Technologies for the Development of Pedagogical Mastery of Future Physical Education Teachers (2019); Training Future Physical Education Teachers for the Formation of Moral Qualities in Primary School Pupils (2007); Modern Directions of Implementing Innovations in the Professional Training of Future Physical Education Teachers (2011); Structural Components of the Readiness of Future Physical Education Teachers to Organize a Health-Preserving Educational Environment in General Secondary Schools (2012); Formation of Pedagogical Mastery of the Future Physical Education Teacher in the Process of Professional Training (2010); Characteristics of the Current State of Development of Pedagogical Mastery of Future Physical Education Teachers in the Process of Professional Training (2020); Theoretical and Methodological Foundations of Physical Culture Education of Higher Education Students in the Process of Extracurricular Sports and Mass Activities (2018); SWOT Analysis of the Use of COURSERA, EDX, and FUTURELEARN Platforms in the Training of Physical Education Teachers (2024), among others [1-36, etc.]. The purpose of this publication was to identify, based on an analysis of scientific sources, the structural components for an authorial model of future physical education teachers under contemporary educational challenges. Research methods included: analysis of key regulatory and legal acts and scientific-methodological literature; alphabetic systematization of literature available on various academic platforms; pedagogical observation of students and pupils; examination of diverse authorial diagrams from studies with similar titles; and the development of a table and a model of structural components for future physical education teachers under educational challenges using an author’s methodology. Results. Based on the analysis of key regulatory and legal acts and scientific-methodological literature, a step-by-step algorithm for constructing an authorial model of structural components for future physical education teachers under educational challenges was described. The model comprises interrelated components: 1) the purpose of developing the model of future physical education teachers; 2) objectives for future physical education teachers; 3) knowledge and application by future physical education teachers of regulatory and legal acts; 4) systematic implementation by future physical education teachers of diverse forms of work during educational, upbringing, and training activities; 5) adherence to life values in everyday life; 6) theoretical and practical deepening of key areas of professional competence of the physical education teacher; 7) self-development of the future physical education teacher; 8) self-improvement of the future physical education teacher; 9) diagnostics of professional competence and personal qualities conducted by the future physical education teacher; 10) achievement of the desired outcome by the future physical education teacher for scientific and pedagogical work across various types of activity. Thus, the authorial model encompasses: purpose, objectives, regulatory and legal acts, forms of work, life values, professional competencies of the physical education teacher, self-development, self-improvement, diagnostics, and results (see Fig. 1; author: Z. Dikhtiarenko). The co-authors of the scientific publication have drawn the following conclusions: 1) to continue conducting collective theoretical and practical research in accordance with approved research projects; 2) to involve young researchers in experimental studies throughout the entire period of their education; 3) in order to achieve the desired outcome for future physical education teachers in scientific and pedagogical work across various types of activities, it is necessary to: acquire skills in developing syllabi and curricula for academic disciplines aimed at training higher education students of the first (bachelor’s) level (full-time and part-time modes of study), with disciplines classified as compulsory and elective; adhere to core life values; and foster motivational activity. Prospects for further research include describing the conducted pedagogical experiment on the basis of the developed model of structural components for future physical education teachers under contemporary educational challenges.