Acmeological competence of bachelors of physical culture

Abstract

The development of a professional teacher from acmeo-logical positions can be represented as a process and result of systemic transformations of the developing personality, which includes interrelated progressive changes of the following basic properties: professionalism, professionalism, normative activity and behavior, productive self-concept that allows teachers physical culture to reach the acmeological level of pedagogical skills.The purpose of the studyis to assess the formation of acmeological competence of bachelors of physical culture.Research methods. To identify the motives for choosing the profession of physical education teacher used the method of E. Ilyin. Determining the need for self-improvement was carried out according to the method of Yu. Orlov. Questionnaires: to determine the self-assessment of creative potential of students and teachers; to identify knowledge and understand acmeological competence; to determine the ability to self-education and self-realization in professional activities. Results. It was found that only 15.6 % of surveyed students refer to their profession “as once and for all”, 80.4 % believe that the profession can be changed over a lifetime, get a related specialty, additional specialization. Thus, 80.2 % have a desire and plan to eventually acquire related professions, 19.8 % did not show a desire to study and obtain education and additional specialization to the qualification obtained by the diploma. Difficulties that arise in beginning teachers during their adaptation to independent professional activity, specifics and working conditions in secondary education institutions in the first five years are as follows: 1) solving problems related to motivating students to physical education lessons culture, conflict resolution, interaction with parents, campaigning and promoting a healthy lifestyle. 23.5 % of the surveyed physical education teachers are interested in acme-directed improvement and seek to master acmeological methods. They are motivated to do so, first of all, by the desire for career growth of knowledge and the desire to achieve the set goal. Conclusion. There are a number of shortcomings in the training of bachelors of physical education, which indicates the need to revise the theoretical and methodological principles educational process, updating the content, forms, methods to ensure acmeological component of professional competence.