Model of Teachers’ Training for the Development of Students’ Health-Preserving Competence in the Postgraduate Education

The article presents a structural and functional model of teachers’ training in postgraduate education for the development of health-preserving competence of students, which allows to determine methodological approaches, the content of the activity of a teacher (formation of life values, needs, motives, mastery of necessary knowledge, creating conditions for practical health saving skills, improving skills and acquiring qualities to manage this process in school), methods and means of implementing the tasks, provides an assessment of the process and determine its outcome – a specialist capable of developing health preserving skills of students.

The offered model consists of target, axiological, semantic, operational, control-evaluation and performance components. The target component ensures that the results of the process of the corresponding teacher training correlate with the goals and objectives. As a specific aim of the proposed model provides for the formation of teachers’ readiness for the development of health- preserving competence of students. Peculiarities of the axiological component functioning are determined by the teacher’s pedagogical activity on preserving and strengthening the health of the young generation by developing an individual plan of its preparation, which ensures thedevelopment of values and stable motivations for teachers to develop health preserving competence of students.

The content component provides for the improvement of the content of teacher training courses, enrichment of its health issues in the activities of teachers, as well as the development of the author's course "Teachers’ training for the development of health preserving competence of students". The operational (operational-activity) component contains various forms, methods, means, methods of professional and pedagogical training of teachers aimed at the realization of its goals and objectives, namely: business games, trainings, discussions, individual, creative tasks, modeling, tasks of creative and research character, directed on mastering by the teacher of a complex of means which promote the organization of pedagogically expedient interaction with pupils concerning a health problem. The control-evaluation component is aimed at monitoring and assessing the level of readiness of teachers to develop health-preserving competence of students, the appropriate correction of this process.

The performance component is represented by the structure of the teacher's readiness to develop health-preserving competence of students, which consists of axiological, cognitive, activity, personal components. To determine the effectiveness of the formation of teacher readiness, a number of criteria were chosen: value-motivational, cognitive, activity and personal- volitional.