The comparative analysis of physical training teachers’ attitude to the educational reforms in the general secondary educational institutions
DOI:
https://doi.org/10.29038/2220-7481-2020-02-20-25Keywords:
educational changes, reform, physical educationAbstract
The research relevance. The article highlights the implementation issues of the educational reforms in physical education of schoolchildren. The main precondition for such changes is Ukraine’s desire to integrate into the European educational space. The research aims to conduct the comparative analysis of the reforms support among physical education teachers provided by the “New Ukrainian School”. The research methods are analysis and generalization of literature sources, physical education teachers’ surveys on the basis of questionnaires, their mathematical processing and comparative analysis. 391 physical education teachers from seven regions of Ukraine have been interviewed: Lvivska (n=100 – 25,8%); Ivano-Frankivska (n=53 – 13,6%); Ternopilska (n=54 – 13,8%); Khmelnytska (n=48 – 12,3%); Vinnytska (n=50 – 12,8%); Dnipropetrovska (n=36 – 9,2%) and Khersonska regions (n=50 – 12,8%). 259 men and 132 women were among the interviewed teachers, corresponding to 66,2% and 33,8% accordingly. It should be noted that the survey included pedagogues with different teaching experience and qualification level. Thus, among the surveyed subjects, 175 teachers (44,8%) had the highest qualification category, 100 teachers (25,6%) – first, 62 teachers (15,9%) –second, and 54 teachers (13,8%) – the category of «specialist». The research results and conclusions. Different levels of support among the physical education teachers have been identified. The following innovations have the highest level of support: learning through the game methods activities both in a classroom and outside it (78,6%), and providing different forms of obtaining the secondary general education (71,3%). Integrated learning (51,6%), change in the structure of educational institution (51,6%), inclusive education (42,2%), and 12-year term of education (28,1%) have above and below average levels of support for educational reforms appropriately. The low level of support among physical education teachers has verbal assessment of students’ academic achievements (19,7%).
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