Sporto pedagogų socialinės parengties raida socialinio rengimo kontekstu

LTStraipsnyje siekiama atskleisti sporto pedagogų socialinės parengties raidą socialinio rengimo kontekstu. Darbe išryškinta studentų (būsimųjų sporto pedagogų) socialinės parengties priklausomybė nuo pedagoginės praktikos kaip vienos iš svarbiausių socialinio rengimo formos. Nustatyta, kad, atlikę pedagoginę praktiką studentai (būsimieji sporto pedagogai), yra statistiškai patikimai socialiai kompetentingesni. Išryškėjo statistiškai patikimi (p <0,05) skirtumai pagal sporto pedagogų gebėjimą kurti emociškai teigiamus ir dalykinius santykius, susijusius su problemos sprendimu: per antrąją pedagoginę praktiką būsimieji sporto pedagogai labiau siekė solidarumo, lengviau bendravo, dažniau pritarė, siūlė, nurodė veiklos kryptį, dažniau išreiškė savo nuomonę, aiškino. [Iš leidinio]Reikšminiai žodžiai: Socialinė parengtis; Sporto pedagogai; Socialinis rengimas; Social preparedness; Social training.

ENThe paper seeks to reveal the development of social preparedness of sport pedagogues in the context of social training. The work outlines the dependency of students' social preparedness upon pedagogic practice as one of the most important forms of social training. The research problem originates from the lack of data on what is the role of social training in the development of social preparedness of future sport pedagogues in the context of social training. The goal of the research is to reveal the development of social preparedness of sport pedagogues in the context of social training. The object of the research is the development of social preparedness before and after social training. Research tasks: 1) to establish by the method of questioning whether the level of components of sport pedagogues' social preparedness is different before and after social training; 2) by the method of observation to compare the level of sport pedagogues' social preparedness before and after social training. The investigation [...] defined that after the pedagogic practice students were statistically reliably more competent socially. Statistically reliable differences were revealed regarding the capability of sport pedagogues to create emotionally positive and business-like relations connected to the problem solution: during the second pedagogic practice future re sport pedagogues were striving more for solidarity, communicating more easily, approving more of- ten, proposing more frequently, indicating the direction of activity, expressing personal opinion and explaining more frequently. [From the publication]