Theoretical and methodical principles of forming students’ valeological competency in the process of physical education in higher pedagogical education institutions. It has been defined one of the most prominent factors in future teachers’ training.
Аннотация к работе
FORMING FUTURE SPECIALISTS’ VALEOLOGICAL COMPETENCY: THEORETICAL ANALYSIS OF DOMESTIC AND FOREIGN SCHOLARS’ VIEWS PhD in Pedagogical Sciences, Associate Professor, BORYS MAKSYMCHUK Mykhaylo Kotsubynskyi Vinnytsya State Pedagogical University, Ukraine Address: 32 Ostrozkogo St., Vinnytsya, 21000, Ukraine ABSTRACT valeological competency higher education The article deals with the analysis of theoretical and methodical principles of forming students ’ valeological competency in the process of physical education in higher pedagogical education institutions in domestic and foreign scientific literature. It has been defined that one of the most prominent factors in future teachers’ training for valeological education is higher pedagogical education. The content and character of its influence determine the way how future teachers are trained to organize valeological education at schools, teach the Basics of Health to the 1-4 graders, adhere to the most important principles of the educational process that ensure a gradual and effective solving of valeological tasks. It has been concluded that the competency-based approach ensures social realization of specialists as it teaches how to solve professional needs and problems that emerge in cognitive, technological and mental activities, in the spheres of ethical, social, legal, professional, personal relations, provides for such educational content that does not contain only a knowledge- oriented component, but also provides integrative experience in solving life problems, carrying out key functions, social roles, realizing competences. Key words: future teacher, physical education, pedagogical model, valeology, results of the experiment, competency, modeling. INTRODUCTION The mentioned problem is topical for all the countries that makes it extremely global. The main policies and guidelines are discussed and adopted at the international conferences to promote global health. In 1986 Ottawa (Canada) hosted the First International Conference on Health Promotion, whereupon the Ottawa Charter for Health Promotion was adopted (World Health Organization, 1986). There were adopted the Adelaide Recommendations on Healthy Public Policy. In 1991 the Third International Conference on Health Promotion was held in Sundsvall (Sweden) and there was adopted the Sundsvall Statement on Supportive Environments for Health. The Fourth International Conference on Health Promotion was convened in Jakarta (Indonesia) in 1997. There was adopted the Jakarta Declaration on Leading Health Promotion into the 21st Century, as well as several applications for active lifestyles, healthy aging, healthy cities, health promoting schools, etc. The Fifth International Conference on Health Promotion was held in Mexico City (Mexico) in 2000 and was devoted to overcoming inequalities in health promotion. The Sixth International Conference on Health Promotion was held in Bangkok (Thailand) in 2005. There was adopted the Bangkok Charter for Health Promotion, that identified those strategic obligations needed to influence the determinants of health in a globalized world through a health promotion approach. The Seventh Conference on Health Promotion was held in Nairobi (Kenya) in 2009. There was decided to call for international actions to address the gap between countries in health and development and for this purpose key strategies were defined (Андрющенко, 2015). The aim of the paper consists in the analysis of theoretical and methodical principles of forming students’ valeological competency in the process of physical education in higher pedagogical education institutions in domestic and foreign scientific literature. Based on the analysis and generalization of relevant researches we have singled out the approaches that contribute to the successful valeological development of students, namely: - the systemic approach: human is the unity of physical and spiritual. It is impossible to keep one’s body healthy and improve the emotional-volitional sphere without taking into account students’ spiritual and moral qualities; - the personality-oriented approach: students master valeological culture through the cooperation with their teachers; it is necessary not to encourage students to promote health, but lead them to it; - the culture-based approach: human and their health are the values that form the basis of human culture and its important components. Such methods as synthesis, theoretical analysis, generalization, systematization have been used in the paper. RESULTS In terms of higher education, the most needed qualities for future professional activity are successfully formed if the content of the educational process is at most approximated to the conditions of future specialists’ professional activity. Thus, the educational process in higher education institutions complies with the modeling law that requires all the educational events to be filled with the professional content and be implemented in those situa