PRAXEOLOGICAL APPROACH IN THE PROFESSIONAL TRAINING OF PHYSICAL EDUCATION TEACHERS

Abstract

The article highlights the relevance of specialization in the work of physical education teachers within the school education system. It emphasizes that the health and physical development of students directly depend on the teacher's ability to implement their pedagogical expertise. The main components of the structure of a teacher's pedagogical mastery are substantiated. The article demonstrates how the structuring of the system influences the potential for ongoing improvement in the professional training of physical education teachers and the creation of conditions for the effective development of professional competencies. The potential of the phraseological approach is explored as an effective tool for planning and designing the process of forming professional mastery in physical education teachers. It is noted that the technology of planning and design involves selecting the most effective teaching tools and methods, specifying tasks, and considering the individual personal qualities of future teachers. An analysis of the structural elements of pedagogical mastery is conducted regarding the use of various forms of physical education for schoolchildren. It is pointed out that unqualified teachers tend to deliver standardized and monotonous lessons. In contrast, experienced teachers creatively approach the planning of each lesson, utilizing a wide variety of tools and methods. A critical competency of a teacher is the ability to implement core didactic principles and innovative technologies in lessons. Innovative teachers are distinguished by their ability to align their efforts with students' aspirations to achieve expected outcomes, which are the focus of educational activities. In conclusion, it is confirmed that applying the phraseological approach enables the proper planning and design of the professional training of physical education teachers. Positive results are achieved through the structuring of the educational process, optimizing teaching tools and methods, specifying tasks, and accounting for the specific nature of educational materials and the individual personal qualities of future teachers.