COMPONENT COMPOSITION OF THE READINESS OF FUTURE PHYSICAL REHABILITATION SPECIALISTS TO FORM A HEALTH-PROTECTING EDUCATIONAL ENVIRONMENT
Abstract
The era of global deterioration of the health of the population of Ukraine increases the need for the revеval of natural approaches to solving health problems, the growth of demand for physical rehabilitation services determines the need for qualified specialists who are able to develop and apply the latest comprehensive health and rehabilitation technologies for restoring, strengthening and preserving the health of various sociodemographic groups of the population. An important result of the professional training of future physical rehabilitation specialists for the formation of a health-preserving educational environment is the readiness of applicants to carry out health-preserving activities. This is determined by many factors, the most important of which are the system of methods and goals, the availability of professional knowledge and skills, as well as the direct focus of the future physical rehabilitation specialist on professional activity, in the process of which the needs, interests and motives for acquiring essential, significant and modern knowledge and skills are most actively formed. One of the most difficult tasks of studying readiness for professional activity is toidentify its main components, in other words, its structure. The purpose of this article is to determine the component composition of the readiness of future physical rehabilitation specialists to form a health-preserving educational environment. Methodology. Systematization and study of scientific publications, analysis of scientific and educational and methodological literature, Internet sources, disclosure of the main definitions of the problem under study, generalizations and conclusions. The scientific novelty of our study lies in the fact that in the structure of professional training of future physical rehabilitation specialists to form a health-preserving educational environment, we distinguish motivational-value, cognitive, operational-activity and reflective components. When determining the criteria for the formation of a health-preserving educational environment as a worldview orientation of future physical rehabilitation specialists, the following were selected: a stimulating and regulatory (value) criterion for the motivational and value component, a cognitive and action (epistemological) criterion for the cognitive component, a health-preserving (organizational and constructive) criterion for the operational and activity component, and a personal and reflective (evaluative and reflective) criterion for the reflective component. For each criterion, a number of indicators and levels of professional training of future physical rehabilitation specialists for the formation of a health-preserving educational environment are determined: high (personally conscious), sufficient (instillation-effective), average (reconstructive), low (familiarization). Conclusions. The author of the article concluded that the readiness of a future physical rehabilitation specialist to form a health-preserving educational environment is the result of the professional training of a higher education student for the role of a leader, coordinator and organizer of a health-preserving environment. process in an educational institution, which is expressed in the ability to form a health-preserving educational environment for participants in the educational process in the health-preserving educational space of a higher educational institution.
