У дисертації подано вирішення проблеми формування професійної мобільності майбутніх учителів фізичної культури.
Вперше науково обґрунтовано теоретичні та методичні засади формування професійної мобільності майбутніх учителів фізичної культури.
Розроблено та експериментально перевірено систему формування професійної мобільності майбутніх учителів фізичної культури, подану у вигляді багатовекторної моделі, яка складається з цільового, теоретичного, змістового, організаційно-діяльнісного та діагностично-результативного блоків.
Розроблено авторську концепцію формування професійної мобільності майбутніх учителів фізичної культури.
Виявлено та теоретично обґрунтовано організаційно-педагогічні умови формування професійної мобільності майбутніх учителів фізичної культури: оновлення змістового наповнення освітніх компонентів, визначених освітньо-професійною програмою 014 «Середня освіта (Фізична культура)» першого (бакалаврського) рівня вищої освіти з урахуванням специфіки майбутньої педагогічної діяльності; створення STEAM-освітнього професійно-орієнтованого середовища у закладі вищої освіти, наближеного до реального освітнього процесу в Новій українській школі; розвиток гнучких навичок (SoftSkills) майбутніх учителів фізичної культури у процесі проведення педагогічної практики; реалізація творчих здібностей майбутніх учителів фізичної культури шляхом участі у науково-дослідній роботі.
The dissertation prevents a solution to the problem of formation of professional mobility of future Physical Education teachers.
In the dissertation for the first time the theoretical and methodical bases of formation of professional mobility of future Physical Education teachers are substantiated.
The system of professional mobility formation of future PE teachers, presented in the form of a multi-vector model of the system, which consists of target, theoretical, semantic, organizational-activity and diagnostic-effective blocks, is developed and experimentally tested. The author's concept of the system of professional mobility formation of future PE teachers is developed. The main provisions of the author's concept are: 1. The formation of professional mobility of future PE teachers should be based on the active work of the subjects of the educational process aimed at mastering by higher education applicants the main competencies (instrumental, general, professional) based on professional productivity; ability to analyze new situations and apply professionally oriented knowledge to solve them. 2. The formation of professional mobility of future PE teachers should be based on a combination of personal mobility, academic and cross-mobilities for successful adaptation to the transformational processes taking place in the New Ukrainian School. 3. The educational process should be based on the formation of personal mobility of the future PE teacher as an individual quality of a competitive applicant of higher education, able to use modern means of Physical Education in the New Ukrainian School. 4. Updating the content of higher education of future PE teachers should be carried out by taking into account the realization of the academic mobility aimed at forming an individual educational trajectory through study in Ukraine or abroad and participation in national and international educational and health projects. 5. The organization of the educational process in a higher educational institution should be based on the formation of a higher education applicant's Soft Skills to build their own professional careers and successfully carry out the diversification by expanding the content of pedagogical activity. 6. The construction of the educational process should be based on the use of effective pedagogical methods and teaching aids, creating an informational space for independent cognitive students' activity by using cloud online services PREZI, Microsoft Visio, Power, Edraw.Max.exe, Google, VideoScribe, e- and distance learning (Google Classroom, Zoom conferences, etc.).
The author's interpretation of the concepts “professional mobility formation of the future Physical Education teacher” and “professional mobility of future Physical Education teachers, which is formed in higher educational institutions” is given.
Professional mobility of future PE teachers, which is formed in higher education institutions, is considered as an integrated quality of higher educational students, consisting of a combination of their personal mobility, academic and cross-mobility and characterized by the ability to adapt to transformational processes in the New Ukrainian School, by the opportunity to study in higher educational institutions outside of the permanent place of study and the ability to go beyond the basic content of future pedagogical activities.
The organizational and pedagogical conditions for the formation of professional mobility of future physical education teachers are identified and theoretically substantiated: updating the content of educational components defined by the educational and professional program 014 "Secondary Education (Physical Culture)" of the first (bachelor's) level of higher education; creation of STEAM-educational professionally-oriented environment in a higher education institution, close to the real educational process in the New Ukrainian School; development of flexible skills (SoftSkills) of future physical education teachers in the process of conducting pedagogical practice; realization of creative abilities of future teachers of physical culture by participation in research work.
