Trends in the professional training of physical education teachers in Germany

- Гайдук, О.В. (orcid.org/0000-0002-2290-6669) (2020) Trends in the professional training of physical education teachers in Germany Doctoral thesis, Інститут професійно-технічнох освіти.

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Abstract

ABSTRACT Haiduk O. V. Trends in the professional training of physical education teachers in Germany. – Manuscript copyrights. Thesis for a Candidate Degree in Pedagogic Sciences by speciality 13.00.04 – Theory and Methods of Professional Education. – Institute of Vocational Education and Training of the National Academy of Educational Sciences of Ukraine, Kyiv, 2020. The dissertation identifies and substantiates the trends of professional training of physical education teachers in Germany (XX ‒ early XXI cent.) and offered methodological recommendations for the creative use in Ukraine of constructive experience in the professional training of physical education teachers in higher education institutions in Germany. Theoretical aspects of professional training of physical education teachers in Germany in the scientific literature are analyzed. The content of the concepts of «professional training», «professional competence», «tendencies of professional training of teachers of physical education» in Ukrainian and German scientific and methodical literature has been clarified. Research methodology is based on basic methodological approaches to scientific and pedagogical research (systematic, holistic, active and competent, providing objectivity, reliability, critical reflection of the results) taking into account methodological advices and recommendations for carrying out comparative-pedagogical researches. The working hypothesis of the study was the assumption that it is possible to improve the quality of professional training of future physical education teachers in higher education institutions of Ukraine, if we apply the constructive experience of professional training of physical education teachers in Germany, taking into account its integrative and practical orientation, having developed appropriate methodological recommendations. The thesis reveals social and educational prerequisites for the formation and development of professional training of physical education teachers in Germany. It is determined that each historical stage is determined by social, socio-economic and cultural-spiritual factors. They are primarily caused by the historical development of the German state, social values, the transformation of which leads to changing requirements for teachers of physical education, their professional training and activity. Taking into account the above factors and the specificity of their manifestation, the following historical stages of the development of professional training of physical education teachers in Germany were distinguished: 1) (1919 – 1933) associated with the occurrence of the Weimar Republic, 2) (1933 – 1945) – time the existence of the Third Reich, 3) (1945 – 1949) – after the end of World War II, 4) (1949 – 1990) during the existence of the German Democratic Republic and the Federal Republic of Germany, 5) 1990 – the present stage of the union of the two German states. The main criteria for determining the tendencies of professional training of teachers of physical education were selected cultural and spiritual component in the system of education, the goals of education, its content, methods and forms of training. Accordingly, at each historical stage the tendencies of professional training in such contexts are highlighted (under the context we mean the general content of socio-historical and cultural conditions that make it possible to clarify the meaning and conditionality of a particular event or phenomenon): essentially determining (influence of cultural and spiritual paradigm on teacher training), organizational and structural (education level priorities, control of relevant institutions over the process of teacher qualification, forms of regulatory activity, types of professional development of teachers), substantive-procedural (content and methods of professional training of teachers). The prerequisites for the formation of professional training of physical education teachers in Germany (ХІХ – early ХХ cent.) were revealed. During this period there was recognition of the social importance of physical education with the receipt of social content. Gymnastics lessons were introduced in some types of schools in different German states (first for boys and later for girls). Pedagogical institutions for German gymnastics were established in every capital of German lands. The tendencies of professional training of physical education teachers in Germany at the stages of its development found out and their content is determined (ХХ – the beginning of the XXI cent.). The current state of professional training of physical education teachers in higher education institutions of Ukraine is investigated. A comparative analysis of their professional training in Germany and Ukraine is presented. Recommendations on the use of positive experience of Germany in the professional training of teachers of physical education in higher education institutions of Ukraine are formulated. The scientific novelty and theoretical significance of the results of the research is that: for the first time in the theory of national professional education the tendencies of professional training of physical education teachers in Germany have been identified and characterized, namely: humanization during the Weimar Republic (german gymnastics was changed in form and function to more natural movements of man; new professional disciplines were added to the curriculum in physical education); academization of physical education ‒ recognition in 1929 as one of the academic disciplines; diversity of training (the emergence of different institutions for the training of physical education teachers (public and private)); military-applied orientation of physical education teacher training; the inclusion of ideological (Nazi) layers in their preparation during the Third Reich; institutionalization (1934 ‒ 1937) and centralization (1933 ‒ 1945) ‒ the emergence of a system of training physical education teachers, including higher education and a system of advanced training; political and ideological influence on the part of the state on higher education in the GDR; systematic and centralized management of all pedagogical education; evenly structured and continuous pedagogical education; training of physical education teachers takes place in pedagogical institutes, improvement of the quality of pedagogical and professional education of physical education teachers in GDR (training is divided into fundamental and professional education); versatility, competitiveness and orientation of education to the public interest (in Germany ‒ to land consolidation); restoration of traditional teacher training; standardization in the field of education; creation of new types of schools with standardization of the names of their types; decentralization of education management; universityization of their preparation (after 1968); degree of education (after the second half of 1970); restructuring of the training of physical education teachers (in Germany, until 1990: (updating of curricula, which envisaged the separation of scientific work in the specialty, pedagogical, socio-political and professional didactic training; changing the directions of teacher training depending on the type of school); humanization in the methods and content of pedagogical education at the present stage; unification and standardization (introduction into the pedagogical education of the requirements of the Bologna process and the system of education «bachelor – master»); the degree of professional training; decentralized management of the pedagogical training system, integration of the content of pedagogical education (development and implementation of integrated courses in the educational process; introduction of interdisciplinary modules in the model of teacher training); the priority of the pedagogical cycle against the background of increasing the value of the practical component in the process of teacher training (the training of teachers of physical education is practically oriented); implementing a competent approach to teacher training; preconditions of formation of professional training of physical education teachers in Germany (ХІХ – early ХХ cent.) are revealed; the following peculiarities of professional training of physical education teachers in Ukraine are established: the influence of the Bologna Process on the development of the system of continuous pedagogical education, regulatory control by the state at the level of legislative acts with simultaneous independent preparation of curricula at the level of institutions of higher education, implementation of the credit-modular system and competent approach to their preparation; giving preference in training plans to cycles (blocks) of professional training; conducted a comparative analysis of the professional training of physical education teachers in Germany and future teachers of physical education in Ukraine, with the separation of common and different; previously unknown and little known to Ukrainian scholars of the work of German teacher-researchers ХХ – early ХХІ centuries were introduced into scientific circulation, in particular: M. Bräutigam, K. Hardman, S. König, M. Krüger, R. Naul, materials and facts related to the professional training of physical education teachers in Germany; the content of pedagogical practice in the preparation of future teachers of physical education in Ukraine with the use of the experience of pedagogical referendariat (pedagogical internship) in higher education institutions in Germany has been improved; further development came content of the concept «training of physical education teachers» in Germany; development is the introduction to the definition of additional specific features, including: «professional knowledge of certain sports», «motor, health-saving and psycho-pedagogical competences», «mastering students integrated courses and interdisciplinary modules». The practical significance of the obtained results of the research is: their implementation in the national pedagogical practice, which was carried out through the development of the texts of the lectures «Formation and development of professional training of teachers of physical education in Germany (XVIII ‒ XX cent.)», methodical recommendations «Features of professional training of teachers of physical education in Germany at the present stage (end of XX ‒ beginning of XXI cent.)» and incorporate them into the process of developing the content of disciplines («Theory and methods of physical education», «Professional activity in physical education») for students of 014.11 Secondary Education (Physical Education) in Knowledge 01 «Education / Pedagogy». The study materials can be used to improve the curricula and educational and professional training programs of future teachers of physical education, educational and methodological complexes (courses of lectures, plans of seminars and practical classes, tests, control tasks, didactic materials, questions for tests and examinations) and history of pedagogy, theory and history of physical culture, comparative pedagogy; expanding and deepening the historical-pedagogical and special knowledge of future specialists in order to improve their qualification; formation of professional competence of specialists of pedagogical profile in the field of physical culture and sports; stimulation of educational and cognitive activity of future teachers. Key words: comparative analysis, formation, development, professional competence, professional training, teacher of physical education, trends, Germany.

Item Type:	Thesis (Doctoral)
Keywords:	comparative analysis, formation, development, professional competence, professional training, teacher of physical education, trends, Germany.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 377 Specialized instruction. Vocational, technical, professional training. Vocational colleges, institutes. Polytechnics
Divisions:	Institute of Vocational Education > Сommon resources institute
Depositing User:	к. пед. н. Ольга Володимрівна Гайдук
Date Deposited:	11 Jul 2022 08:47
Last Modified:	11 Jul 2022 08:47
URI:	https://lib.iitta.gov.ua/id/eprint/731261

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