The dissertation covers the problem of developing professional mobility in future sports teachers in higher education institutions (HEIs). It justifies both theoretical and methodical principles of the specified process.
Given the context of the research objectives, emphasis is placed on the conceptual and terminological aspects. In particular, the dissertation substantiates methodological approaches (systemic, axiological, actor- and activity-related, competency-based) and principles (systematicity, professional focus, links between theory and practice, interdisciplinary integration, variability) of developing professional mobility in future sports teachers in HEIs.
Professional mobility of future sports teachers in HEIs is shown as the connections between several components, such as motivational, cognitive, activity-related, reflective.
The dissertation presents the criteria for developing professional mobility in future sports teachers: motivational-axiological, cognitive, operational, reflective, as well as their indicators. It also characterizes the levels (high, average, low) of professional mobility of future sports teachers in HEIs. These levels show the existing situation in terms of the problem in question at the ascertaining stage of the pedagogical experiment.
Importantly, the dissertation contains the author’s interpretation of the “future sports teachers’ professional mobility” concept. The latter is seen as the ability to perform professional tasks effectively due to the acquired key competences, apply innovative technologies of physical education and sports in practice, as well as the readiness for personal and professional growth.
Besides, the dissertation determines and justifies pedagogical conditions for developing professional mobility in future sports teachers in HEIs. They are as follows: motivating students to develop professional mobility; updating the content of subject-specific courses in the context of future sports teachers’ professional mobility; applying the latest educational technologies to develop professional mobility in future sports teachers in HEIs.
The author’s model for developing professional mobility in future sports teachers in HEIs has been designed based on the above-mentioned differentiated pedagogical conditions. The model consists of the following blocks: methods and goals, content and procedures, evaluation and results.
The methods and goals block includes the social order, aim, external and internal factors, scientific approaches and principles of developing professional mobility in future sports teachers, as well as the corresponding objectives. The content and procedures block involves the content, components, pedagogical conditions, forms and methods of teaching and learning within the framework of these specialists’ professional training. All together, they contribute to developing professional mobility in future sports teachers in HEIs. The evaluation and results block covers the criteria (motivational-axiological, cognitive, operational, reflective) and levels (high, average, low) of professional mobility and the expected outcomes.
It is important to note that the development of professional mobility in future sports teachers in HEIs consists of the following stages: initial, motivational and professional-practical.
At the same time, the pedagogical experiment includes the ascertaining, formative and control stages.
