METHODOLOGICAL APPROACHES TO THE FORMATION OF THE PROFESSIONAL TRAINING OF FUTURE SPECIALISTS IN PHYSICAL REHABILITATION

Abstract

The article focuses on the essence of methodological approaches to the study of the problem of formation of professional training of future specialists in physical rehabilitation for the use of health-preserving technologies in further professional activity. Among the methodological approaches to the study of the problem of professional training of future specialists in physical rehabilitation, the author singles out systemic, axiological, personal, activity and competence approaches. Within the framework of our research, the general scientific basis of the formation of professional training of future specialists in physical rehabilitation for the use of health-preserving technologies by profession is system and axiological approaches, which made it possible to determine the purpose, tasks and orientation of the process of professional training, to reveal its essence and structure. Based on a systematic approach, in our scientific research we identified the structural components of professional training of future specialists in physical rehabilitation, in particular: motivational-value, cognitive-content, personal-activity, and also established structural-functional connections between them. The personal approach directs pedagogical influence on the development of professionally important personality qualities and forms the theoretical and methodological basis of our research. The active approach is aimed at the professional training of future specialists in physical rehabilitation for the formation of relevant abilities and skills of the future specialist, in particular organizational and methodical, cognitive, communicative and motor qualities. The competence approach became the basic basis for determining the relevant competences necessary for the professional self-realization of future specialists in physical rehabilitation. We note that the complex use of methodological approaches makes it possible to consider the professional training of specialists as a pedagogical system that contributes to the formation of a group of professional qualities, motives and values in the future specialist.