The substantiation of theoretical and methodical bases of teacher’s individual health preservation competence formation in the system of continuous pedagogical education is carried out in the dissertation work. The purpose of the study is developing, theoretical and methodological justification and experimental verification of pedagogical technology of the teacher’s individual health preservation competence in the system of continuing pedagogical education.
The object of the research is the competence-oriented process of professional training and professional socialization of a contemporary teacher in the system of continuing pedagogical education. The subject of the research is the content, organizational and pedagogical conditions, technologies of teacher’s individual health preservation competence formation in the system of continuous pedagogical education.
The requirements of the European educational space for the training of contemporary teachers were outlined; the theoretical and methodological approaches on which the process of teacher’s individual health preservation competence formation can be based were analysed; based on comparative and retrospective analysis, it was found that there is an urgent need for a holistic systematized approach to individual health preservation of teachers as a socially determined professional group in the competence dimension, which is implemented through a system of continuing education.
The categorical-conceptual apparatus of the problem of teacher’s individual health are defined; the components of individual human health are structured taking into account the basic spheres of life on the basis of the causal-systemic approach; the content and structure of teacher’s individual health preservation competence and its place in the structure of educational competences are determined. Within the observational experiment the peculiarities of the interrelationships of teachers of different specialties and different qualification categories health status, their professional comfort zone, emotional intelligence level, indicators of biological and psychological aging and the level of occupational burnout were clarified. Among the students – future teachers, mostly low indicators of health, emotional intelligence, high morbidity and unsatisfactory professional orientation were identified.
It was elucidated the system determinants, principles, organizational and pedagogical conditions and the content of the teachers’ individual health preservation competence formation in the system of continuing pedagogical education. In the process of professional training the determining factor in the formation of individual health preservation competence of future teachers is a specially created health-saving environment, while for teachers-practitioners the main determinants of well-being are intrapersonal and social factors.
It was revealed the structure (goals, content, components, forms, methods and means of implementation) of pedagogical technology of teacher’s individual health preservation competence formation in the system of continuous pedagogical education.
Testing the effectiveness of pedagogical technology for the formation of teacher’s individual health preservation competence in the system of continuous pedagogical education showed that the developed technology allows forming fully the components of teacher’s individual health preservation competence as reliably at the stage of professional training at the first (bachelor) and second (master) educational levels as in the system of postgraduate and non-formal education. The limitation of technology using is determined by the contingent with an extremely high level of professional burnout, which is beyond the scope of this study. The developed recommendations for the outlined educational spheres became the basis for the formulation of certain provisions of the Professional Standard and the introduction of appropriate additions into it.
Key words: teacher, health, individual health preservation competence, professional training, health-saving educational space, continuous pedagogical education, educational technology, occupational burnout prevention.
