У статті розглядаються актуальні питання етапної розробки моделі стандартизації професійно-педагогічної
підготовки майбутніх фахівців з фізичного виховання та спорту шляхом визначення суб’єктно-об’єктної складової.
The article deals
with topical issues of the gradual development of the model of standardization of professional and pedagogical training of future
specialists in physical education and sports by defining the subject-object component. In recent years, the domestic system of
pedagogical education is in a state of permanent reform. The main challenges facing the system today are triggered primarily by the
processes of globalization, the changing socio-economic situation, the development of information society, the intensive
development of technology. In connection with this, there is a need to choose the main directions of designing the training system
for future teachers in the light of current trends. This is true in some way, both in the field of physical education and sports.
The analysis of scientific research indicates the need to revise the stereotypes of the training of future specialists in
physical education and sports. In their writings, researchers focus on physical, theoretical, methodological, and practical training
while studying, but all this pedagogical array is represented by an extended, non-systematic structure. To date, there is no universal
model of professional training of specialists. Thus, we believe that one of the urgent and timely directions of modernization in our
case should be the standardization of the training of future specialists in physical education and sports.
The introduction of standards for vocational and pedagogical training of specialists in physical education and sport at the
present stage means an attempt to build vocational education in new environments, on new principles: decentralization and
regionalization, academic freedom and autonomy of educational institutions; pluralism in education; priorities of personal
orientation. The prospects of solving the problem of standardization of professional-pedagogical training of education specialists
should take into account the goal of vocational education from the standpoint of personality - providing professional and personal
self-realization.
