Būsimųjų kūno kultūros mokytojų profesijos kompetencijos

LTReikšminiai žodžiai: Pedagoginė praktika, profesijos kompetencijos (bendrakultūrė, bendroji, profesinė); (common cultural, total, professional) competencies; Pedagogical practice, professions; Pedagogical practice, professions (common cultural, total, professional) competencies.

ENThe National Education strategy promotes increase of teachers’ professionalism, upholds data analysis and ratings-based training quality of education culture in years 2013–2022. International group of experts at Lithuanian university of Educational Sciences for Physical education program recommended for undergraduates and lecturers to evaluate programs' strengths and weaknesses and to improve it in 2013. Therefore, it was important to investigate independent professional skills of Educational practice carried out by regular course of fourth course students’ readiness to work as a Physical Education teachers. Research purpose was to investigate the ability of future physical education teachers view about acquired occupational (common cultural, total, professional) competencies. In winter of 2013 year in writing were interviewed 17 female students and 24 male students of fourth course LUES Physical education program. This survey sought to find out the experience during profession competence in pedagogical education practice and what kind of competencies female and male students acquired during studies and practice at general education school. The students of LUES Physical culture program positively assesses common cultural competencies. 80% of both sexes developed common cultural competencies. Interviewees stated that they will be able to participate in process of democratization, educational change and humanization of physical education at schools. They will properly apply other learning knowledge of the subjects and will be able to participate in physical education modernization process; nevertheless, common cultural competencies are not equally-developed, therefore it can be concluded the value about their learning. Investigation revealed that most of the students, especially female students, commends their professional (special) competence expressed during pedagogical practice.They have enough physical education content and technology application of skills, are willing to offer trainees interesting practical tasks, assist the teacher in the development of educational practice. But part of these competencies still need to be nurtured. Undergraduate assessed that they have sufficient appropriate content of common knowledge competences and abilities: to enhance learners in communication and collaboration during physical education classes, to show properly a physical exercise for students. It should be noted that they need to foster certain things: not all boys or girls during physical education classes are able to correctly use profession language, to solve students conflicts, to host events, to communicate with parents of a students or targeted resume knowledge and properly apply them. The third of children lack of knowledge and skills to perform physical education classes inquiries. In summary we can say that obtained professional competencies of female students and male students a slightly different. Female students and male students has submitted particular and well reasoned propositions to physical education program and profession competencies education in pedagogical practice organization to improve the content of subject. So, the research data is valuable because it will help better prepare a highly qualified physical education and sports specialist. [From the publication]