Modern Trends of Physical Education Specialists’ Professional Training in the European Union
Journal Title: Вісник Житомирського державного університету імені Івана Франка - Year 2016, Vol 85, Issue 3
Abstract
The study of international experience in professional education and specialists’ professional activity is extremely important for Ukraine to integrate into the European and world educational area effectively. The features of physical education specialists’ professional training in the European Union are not studied enough, and it leads to the purpose of this article. The article analyzes current trends of physical education specialists’ professional training in the European Union, in particular the countries of Western and Central Europe: Austria, Belgium, Netherlands, Luxembourg, Great Britain, Denmark, Finland, France, Germany, Ireland, Italy, Portugal, Spain and Sweden. The specialized higher educational institutions of the EU, providing basic and secondary vocational education, training of physical education teachers, coaches for clubs and sports associations, training athletes are given. There are educational programs for bachelors and masters in physical education characterized. The features of leading Western and Central Europe higher education establishments’ physical education specialists’ professional training programs are specified. Professional training programs of the Technical University of Munich and the Free University of Brussels are given. The term of studies and number of credits for a bachelor’s degree, master’s degree and doctorate in higher education institutions of the European Union are characterized. The purpose of higher education in the European Union is the creation and development of specialist’s competencies. The feature of European higher education area is funded credit-transfer system (ECTS), which is based on determining the higher education applicant’s workload required to achieve specified learning outcomes and it calculated in ECTS credits recorded in order to promote: his mobility while study period; stockpiling, transfer and evaluation of credits and recognition of learning outcomes (formal, non-formal and informal) acquired in different countries, the implementation of lifelong learning, transparency (clarity in the description) qualifications. The analysis of European experience has shown that the students’ preparation educational trajectory expressed in the sequence of stages of study carried out by a student to acquire knowledge, skills, and competencies and provides an opportunity to combine a sequence of formal and informal learning.
Authors and Affiliations
T. G. Dereka
Keywords
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