In the thesis research, a system of professional-pedagogical training of future specialists in physical education and sports based on the acme-culturological approach was developed, scientifically justified, experimentally tested and implemented. The expediency of combining acme and the culturological paradigm in a single acme-culturological approach is scientifically justified, which is the most suitable for ensuring the quality of professional-pedagogical training of future specialists in physical education and sports, the process of their professional and pedagogical formation, and forms its methodological basis. The identified research problem is formulated as following: what are the leading theoretical, methodological and technological bases, trends, principles and pedagogical conditions for the effective implementation of the acme-culturological approach in the professional and pedagogical training of future specialists in physical education and sports.
The conceptual apparatus of the educational component is described and the scientific thesaurus of the special (acme-culturological) component of professional-pedagogical training of future specialists in physical education and sports is revealed. The structural components of the professional-pedagogical culture of future specialists of physical education and sports, which is formed in the system of their professional-pedagogical training on acme-culturological principles, are theoretically justified. It is established that the professional-pedagogical culture of the future specialist is a multi-structural personal phenomenon, provided by interrelated, interdependent and complementary motivational-axiological, cognitive, activity and reflexive components. The criteria (motivational-axis, gnostic, effective and behavioral), indicators and levels (low, medium, high) of formation of professional-pedagogical culture, which are the basis of the life strategy of a specialist focused on success, on achieving professionalism and pedagogical skill in the work of the chosen profession, are determined.
The concept of professional-pedagogical training of future specialists in physical education and sports on acme-culturological principles, as a theoretical basis for improving the quality of education in higher education institutions, is developed and theoretically justified, which is considered at the methodological, theoretical and methodological levels, taking into account domestic and foreign experience of such training. It is shown that the introduction of acme-culturological (integrative) approach involves conceptual transformations of the main structural components of professional-pedagogical training of future specialists in physical education and sports in the goals, content, pedagogical technologies of the educational environment, organizational, managerial and effective levels. With the aim to realise the concept, the model of system of professional-pedagogical training of future specialists in physical education and sport for acme-culturological principles, which is built taking into account requirements for future professional-pedagogical activities, provides quality of professional-pedagogical training of future specialists and consists of structural blocks: the target (goal and objectives); theoretical-methodological (methodological approaches and principles of teaching – general pedagogical, physical education, acme-culturological); content (motivational-indicative, personal-cognitive, activity-procedural and creative components); organizational-procedural (forms, methods, tools, stages (bachelor’s and master’s levels of education) and functions of professional-pedagogical training of future specialists); criteria-evaluation (criteria, indicators and levels of professional and pedagogical culture formation). The result of the implementation of the author’s system of professional-pedagogical training for acme-culturological principles is formed professional-pedagogical culture of future specialists of physical education and sports as a basis of formation in the process of learning (and further development of professional-pedagogical activity) their professionalism and pedagogical skills.
