The article is focused onthe relevance of health-saving competence of a school teacher in accordance with modern requirements and the need to include the competence into the list of core competencies for each educationworker. Researchers formulated the concept of health-competence of a teacherbased on the analysis of psychological and educational literature on enhancing professional competence of teachers. The article presents structure and direction of development of health-competence of a «Fundamentals of Health» teacher in the system of postgraduate education using new methodological approaches including monitoring. Areas of using monitoring method in health-saving activities for teacher are offered.Some results of studies that reflect perspectives of monitoring method in the development of health-saving competencies of a «Fundamentals of Health» teacherin postgraduate pedagogical education are delivered. It is notedthat the structure of health saving competence of a «Fundamentals of Health» teacher and the process of its development in post-graduate teacher education are being modified and adjusted along withthedevelopmentofhealthylifestylesandsafety of lifepractice. Determination of content, structure, methods of health saving competence of a teacher requires further development, analysis, systematization and generalization. Monitoring the formation of health-saving competence of a teacher has complex structure and various functions and needsfurther comprehensive study, primarily as a method of teaching ateacher at the stage of postgraduateeducation.
professional competence of the teacher, health-saving competence, system of postgraduate pedagogical education, monitoring, healthy lifestyle.
Образование по вопросам здоровья и безопасности жизнедеятельности в дальнейшем может определить качество жизни каждого человека и общества в целом. Повышение качества образования учащихся во многом зависит от профессиональной компетентности учителя и наличия в образовательных учреждениях достаточного количества подготовленных специалистов (руководителей, методистов, учителей), способных внедрять сохраняющие здоровье технологии во все сферы деятельности школы, поскольку воспитание здоровых детей зависит от усилий всего педагогического коллектива. При этом приобретение воспитанниками знаний, умений и навыков здорового образа жизни (ЗОЖ), безопасности жизнедеятельности (БЖД) будет тем эффективнее, чем выше уровень профессиональной компетентности и культуры здоровья педагогов.
Цель настоящей статьи — характеристика особенностей повышения квалификации учителей, развития их здоровьесберегающей компетентности (ЗСК) в системе последипломного образования с использованием новых методологических подходов, в частности мониторинга.
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