Status of Implementation of Consecutive Education of Future Physical Education Teachers in Contemporary Educational Conditions

Abstract

Relevance. In the context of reforming Ukrainian education and implementing the Concept of the «New Ukrainian School», the problem of ensuring the continuity and integrity of professional training of pedagogical personnel becomes particularly relevant. For future physical education teachers, it is important to develop professional competencies that include the ability to organize learning, educational and recreational activities of students, mastery of modern educational technologies, and the capacity for continuous professional development. This is possible only within a holistic system of sequential education. The Purpose of the Article is to analyze the peculiarities of implementing sequential education (professional junior bachelor – bachelor – master) among students of the specialty A4.11 Secondary Education (Physical Culture) in the educational space of Ukraine. Research Methods. The study was conducted in nine higher education institutions and three professional colleges of Ukraine. An online survey was carried out using Google Forms, involving 146 students of the professional junior bachelor level, 412 students of the bachelor’s level, and 112 master’s students. Descriptive statistical methods were applied to analyze the results. Results. The survey showed that 81,51 % of professional junior bachelor students plan to continue their studies, while this figure among bachelors is only 20,15 %, and among master’s students – 32,14 %, which indicates a decline in motivation with an increase in the level of education. Willingness to work as a physical education teacher was confirmed by 55,48 % of professional junior bachelors, 43,93 % of bachelors, and 58,04 % of master’s students, with the highest refusal rate recorded among bachelors (50,73 %). The level of confidence in one’s professional competence increases gradually: only 18,49 % of junior bachelors, 41,02 % of bachelors, and 50,89 % of master’s students gave a positive response, confirming the step-by-step formation of professional identity. Conclusions. The system of sequential education contributes to the formation of professional identity and competencies of future physical education teachers; however, it requires enhancing the practice-oriented component and providing targeted scientific and methodological support at all stages of training.