The dissertation "Pedagogical Self-Identification of Future Teachers of
Sports in China" scientifically substantiates theoretical foundations and experience
of formation on the specified pedagogical problem, highlights approaches to the
formation of pedagogical self-identification of future teachers of physical
education in Ukraine and identifies ways to creatively use Ukrainian experience in
Chinese educational system. In particular, the essence of such key concepts for
research as identity, identification, self-identification, professional selfidentification, pedagogical self-identification, competence, and competency is
revealed, main elements of professional self-identification are presented; the
system of training of future teachers of sports disciplines is analyzed and the role
and place of psychological and pedagogical disciplines in the educational process
of higher education is determined; the experience of forming pedagogical selfidentification is generalized both during classes in Pedagogy, Psychology and other
academic disciplines, and pedagogical practice.
Based on the analysis of pedagogical literature, approaches to the definition
of the essence of professional and pedagogical self-identification of future
professionals are highlighted, main elements of professional self-identification
(status and roles offered by society; social groups and institutions within which
professional self-identification is carried out; values, social norms, knowledge, and
skills necessary for the formation and maintenance of professional status, social
technologies for the reproduction and transmission of norms, values and cultural
patterns of the profession to other people) are presented; main stages of
professional self-identification (knowledge of the profession and model of the ideal
professional; motivation to perform professional activities; study the features of
professional activity) are given, factors of professional self-identification (family
and family traditions; school and extracurricular education; socio-cultural context;
professional education; economic and political and context) are identified.
It is established that the structure of professional ideas, which can act as
psychological mechanisms of forming the image of the profession, is closely
connected to pedagogical self-identification. In particular, communicative and
professional competence and the value-motivational component of professional
activity are specified. Approaches to the definition of such important for research
concepts as "competence" and "competency" are analyzed. Competences, the
acquisition of which is a necessary element of teacher formation (personal,
methodical, professional, social, communicative, multicultural, informational,
psychological, psychological-pedagogical ones) are generalized.
It is found that in China there is a need to form pedagogical selfidentification of future teachers of sports, as there are some students who during
their studies in pedagogical institutions associate themselves more with sportsmen
than teachers, which can negatively affect the organization of the educational
process.
In order to better understand the approaches to the formation of future
teachers of sports in general and pedagogical self-identification in particular, the
training system that exists in higher education institutions in China is analyzed. It
is established that the training of relevant specialists can take place both on the
basis of universities of physical education and on the basis of the faculties of
physical education of pedagogical universities of the country. During education,
both sports training of students and the study of disciplines of the psychological
and pedagogical cycle are in the focus of attention.
It is established that the formation of pedagogical self-identification occurs
during the study of such disciplines as Pedagogy, Psychology and partly Foreign
Language. The content of programs in these disciplines is analyzed and topics that
contribute to the formation of pedagogical self-identification of future teachers of
sports are identified: "Pedagogical skills of teachers as a theoretical problem of
Pedagogy", "Structure of pedagogical skills of physical education teachers",
"Pedagogical skills", etc. Approaches to the study of these topics are highlighted.
It is established that further formation of pedagogical self-identification of
future teachers of sports occurs during pedagogical practice. It is found that during
this type of educational activity, students should develop professional, practical
and methodological knowledge. Main tasks of pedagogical practice (formation and
development of professional knowledge, skills and abilities; development of need
for pedagogical self-education and constant self-education; ;
