Professional competencies of research and teaching staff in the model of structural components for future physical education teachers: the section «Theory and methods of physical education», the section «Physical training»

In the scholarly publication, the co-authors analyzed and enumerated the principal regulatory and legal acts of Ukraine, as well as scientific and methodological sources relevant to the research topic. They defined the components of the professional competence of a research and teaching staff member within the model of structural components for future physical education teachers, namely: the section «Theory and Methods of Physical Education» and the section «Physical Training». These components include: subject-specific and methodological competence; psychological and pedagogical competence; linguistic and communicative competence; information and digital competence; personal qualities and responsibility; general cultural and personal competence; inclusive competence; health-preserving and psychomotor competence; and life competence, implemented through the application of a competency-based approach; an activity-based approach; interactive and activity-oriented forms of instruction; a developed competence in psychosocial support; specialized adaptive and inclusive competence; digital transformation; integration of project-based activities; psychological and physical literacy of the nation; and the structural components of the professional competence of a physical education teacher under contemporary challenges (target, content-related, procedural, and outcome-oriented blocks). Thus, the purpose of the article is to develop a model of professional competence of a research and teaching staff member, which constitutes a subsection within the model of structural components for future physical education teachers: the section «Theory and Methods of Physical Education» and the section «Physical Training» (author: Z. Dikhtiarenko). I. Holovchenko and V. Kostenko emphasize the necessity of forming professional qualities across five key domains – professional-methodological, health-preserving, resilience-based psychosocial, adaptive-inclusive, and digital and innovative –which must be mandatorily integrated into the educational process. Research methods include: identification of regulatory and legal acts; analysis of key scientific and methodological sources; systematization of an alphabetically arranged bibliography available in open access; pedagogical observation of students and pupils during various types of practicum and assistantship activities; grouping and examination of figures based on similar titles of scientific studies; and development of a model of professional competence of a research and teaching staff member as part of the subsection within the model of structural components for future physical education teachers – «Theory and Methods of Physical Education» and «Physical Training» – using the author’s methodology.