Self-reflection technologies to design the developmental environment for the professional formation of sports teachers

Abstract

The significance of this article lies in the fact that the problem of modifying the forms, methods and means of implementing the content of education, training and retraining of personnel for the sphere of physical education, sports and tourism always comes first among other pedagogical problems. To improve the educational process and, specifically, educational activities is an essential objective of all the system of education. The article presents the results of a study of the role, place and function of self-reflection in educational activities, as well as in the formation of a sports teacher's professional thinking based on self-reflective culture of solving professional problems. Based on the logical-substantive analysis, the article shows that the mechanism of self-reflective thinking is mandatory for the formation of the methodological culture of future specialists' professional thinking in the implementation of the curriculum content of physical education universities; it has been proved that activation of self-reflection during training leads to the fact that the learner makes his own activity as the object of his influence, he begins to purposefully change, improve or rebuild it. In addition, the article substantiates that the modern practice of education, training and retraining of personnel for the field of physical education, sports and tourism requires constant creative improvement of the teaching staff of higher education, which provides solutions to modern educational problems, the resolution of which will prepare competitive specialists for the open labour market; the analysis of a great number of scientific literature sources shows that psych didactics of developmental education should be based on activation of self-reflection, as a special way and means of forming self-reflective culture of sports teachers; the introduction of self-reflection in the educational process determines the improvement of the methodological culture and the personal inclusion of students, which undoubtedly leads to an increase in their professional competence.

Development of the Athletes' Self-Reflection Scale on Training and Competition: A Validity and Reliability Study

“…Faktörlere ait madde dağılımı ve yük değerleri Tablo 1'de sunulmuştur. Tablo 1'de görüldüğü üzere 1. faktör "deneyim" adı altında 7 maddeden (5,6,12,13,14,16,32), 2. faktör "kendini test etme" adı altında 4 maddeden (28,30,31,34), 3. faktör "kendini gözlemleme" adı altında 4 maddeden (1, 2, 3, 4), 4. faktör "strateji belirleme" adı altında 4 maddeden (7,19,39,40) ve 5. faktör "bilişsel farkındalık" adı altında 3 maddeden (8,23,25) oluşmaktadır. Maddelere ait faktör yük değerleri 0,487 ile 0,811 arasında değişmektedir.…”

Reflexive positioning approach to the study of felicity and representations of happiness in the digital era

“…Meanwhile, in the digital era, the metaphor of the flow drawing people into the rush and whirlpool of events, things, images, and reputations leads to an anthropological crisis associated primarily with the prevailing consumer or group-centered attitude to the world or the hedonistic orientation in society [11]. The way out of this situation calls for the creation of conditions for personality development by means of creative transformation of oneself and the world based on one's worldview ideals and value and meaning orientations [1,[12][13][14][15].…”