Professional Pedagogics · Vol. 2 No. 33 (2026): Professional Pedagogics · Pages 185-196
SPECIFIC FEATURES OF THE PROFESSIONAL SELF-DEVELOPMENT OF PHYSICAL EDUCATION TEACHERS IN THE CONTEMPORARY CONTEXT
Published
DOI https://doi.org/10.32835/2707-3092.2026.33.185-196
Downloads
Abstract
Relevance. Contemporary transformations of the educational space of Ukraine, driven by digitalisation, the New Ukrainian School reform, and the challenges of martial law, place fundamentally new demands on specialists in physical education. Traditional forms of in-service training can no longer fully meet the need for the prompt mastery of innovative methods. Consequently, a contradiction arises between high societal expectations of the physical education teacher’s personality and the insufficient substantiation of the internal mechanisms of their continuous professional self-development in the system of non-formal and informal education.
Purpose. To analyse the specific features of the professional self-development of physical education teachers in non-formal and informal education; to identify practical mechanisms for improving their professional and pedagogical activity; and to reveal the interrelation between general cultural and professional competences as the foundation of continuous personal and professional growth.
Methods. Systemic and comparative analysis of psychological, pedagogical, and methodological literature and regulatory documents; comparison and generalisation of the provisions of the competence-based and culturological approaches; and abstraction to structure the levels of reflection (intellectual, personal, and interpersonal) and to identify the functional links between general cultural and professional competences.
Results. The essential differences between the concepts of “professional development” and “professional self-development” are revealed, with the teacher’s agency and conscious responsibility for their own growth identified as the key factor. It is demonstrated that general cultural competence acts as an axiological filter and the principal driver of self-education. The need to update the structure of the teacher’s competence through the integration of digital literacy and methodological flexibility in elective modules is substantiated. The transformation of three levels of reflection in the digital age, involving generative artificial intelligence, smart devices, and horizontal peer-to-peer networks, is characterised. Applied cases are presented: algorithms for using generative artificial intelligence (ChatGPT, Gemini) to develop teaching materials, inclusive tasks, and wellness trajectories, as well as a structural and methodological model of a lesson within the New Ukrainian School (hereinafter – NUS) elective module “Frisbee (Ultimate)”.
Conclusions. The professional self-development of the physical education teacher is a synergistic process within the system of lifelong learning, grounded in a high reflective culture and professional autonomy. Formal education provides the normative and fundamental basis, whereas non-formal and informal education serve as the main resources for the flexible mastery of innovations. Further research should focus on developing diagnostic tools for teachers’ self-monitoring of reflective skills in the period between attestations.
Keywords
- professional development, teacher professional self-development, reflection, professional competence, general cultural competence, non-formal education, physical education.
References
Akimova, O. V., & Haluziak, V. M. (Eds.). (2014). Osobystisno-profesiinyi rozvytok maibutnoho vchytelia [Personal and professional development of the future teacher]. Nilan [in Ukrainian].
Armour, K., Makopoulou, K., & Chambers, F. (2012). Progression in physical education teachers’ career-long professional learning: Conceptual and practical concerns. European Physical Education Review, 18(1), 62–77. https://doi.org/10.1177/1356336X11430651 [in English]. DOI: https://doi.org/10.1177/1356336X11430651
Armour, K., Quennerstedt, M., Chambers, F., & Makopoulou, K. (2017). What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework. Sport, Education and Society, 22(7), 799–811. https://doi.org/10.1080/13573322.2015.1083000 [in English]. DOI: https://doi.org/10.1080/13573322.2015.1083000
Bazyl, L., Orlov, V., & Fursa, O. (2021). Metodolohiia profesiinoho stanovlennia vykladachiv mystetskykh dystsyplin [Methodology of the professional formation of teachers of art disciplines]. Mystetska osvita: zmist, tekhnolohii, menedzhment [Art Education: Content, Technologies, Management], (17), 5–24. https://doi.org/10.37041/2410-4434-2021-17-1 [in Ukrainian].
Bekh, I. D. (2009). Psykholohichni dzherela vykhovnoi maisternosti [Psychological sources of educational mastery]. Akademvydav [in Ukrainian].
Chystiakova, M., Yurchyshyn, Yu., Bodnar, A., & Skavronskyi, O. (2024). Formuvannia v maibutnikh uchyteliv fizychnoi kultury potreby v profesiinomu samorozvytku [Formation of the need for professional self-development in future physical education teachers]. Problemy pidhotovky suchasnoho vchytelia [Problems of Modern Teacher Training], 1(29), 25–33. https://doi.org/10.31499/2307-4914.1(29).2024.305083 [in Ukrainian]. DOI: https://doi.org/10.31499/2307-4914.1(29).2024.305083
Council of the European Union. (2018). Council Recommendation of 22 May 2018 on key competences for lifelong learning (2018/C 189/01). Official Journal of the European Union. https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32018H0604(01) [in English].
Damzin, O. (2024). Osobystisno-profesiine stanovlennia maibutnoho vchytelia fizychnoi kultury v protsesi pozaaudytornoi roboty [Personal and professional formation of the future physical education teacher in the process of extracurricular work]. Naukovi zapysky Vinnytskoho derzhavnoho pedahohichnoho universytetu imeni Mykhaila Kotsiubynskoho. Seriia: Pedahohika i psykholohiia [Scientific Issues of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University. Series: Pedagogy and Psychology], (79), 17–22. https://doi.org/10.31652/2415-7872-2024-79-17-22 [in Ukrainian]. DOI: https://doi.org/10.31652/2415-7872-2024-79-17-22
Dubaseniuk, O. (2013). Zahalnokulturna kompetentnist: sutnist ta naukovi pidkhody [General cultural competence: Essence and scientific approaches]. In O. S. Bereziuk & O. M. Vlasenko (Eds.), Formuvannia zahalnokulturnoi kompetentnosti maibutnikh fakhivtsiv [Formation of general cultural competence of future specialists] (pp. 5–10). Vydavnytstvo ZhDU im. I. Franka [Zhytomyr Ivan Franko State University Publishing House] [in Ukrainian].
Dzhurynskyi, P. B., Sushchenko, L. P., Dutchak, Yu. V., Ladyka, P. I., Chustrak, A. P., & Smoliakova, I. D. (2026). Proiektno-tsyfrovyi pidkhid v profesiinii pidhotovtsi maibutnikh mahistriv fizychnoi kultury i sportu: suchasnyi vymir naukovoi komunikatsii ta akademichnoi dobrochesnosti [Project-digital approach in the professional training of future masters of physical culture and sports: The contemporary dimension of scholarly communication and academic integrity]. Naukovyi chasopys Ukrainskoho derzhavnoho universytetu imeni Mykhaila Drahomanova. Seriia 15 [Scientific Journal of Mykhailo Drahomanov State University of Ukraine. Series 15], 9(209), 54–60. https://doi.org/10.31392/UDU-nc.series15.2026.09(209).08 [in Ukrainian]. DOI: https://doi.org/10.31392/UDU-nc.series15.2026.09(209).08
Frytsiuk, V. A., & Hubina, S. I. (2025). Profesiinyi samorozvytok yak instrument osobystisno-profesiinoho stanovlennia maibutnikh uchyteliv fizychnoi kultury [Professional self-development as an instrument of the personal and professional formation of future physical education teachers]. Suchasni informatsiini tekhnolohii ta innovatsiini metodyky navchannia v pidhotovtsi fakhivtsiv: metodolohiia, teoriia, dosvid, problemy [Modern Information Technologies and Innovative Teaching Methods in Specialist Training: Methodology, Theory, Experience, Problems], (76), 126–134. https://doi.org/10.31652/2412-1142-2025-76-126-134 [in Ukrainian]. DOI: https://doi.org/10.31652/2412-1142-2025-76-126-134
Khoma, T. (2024). Osoblyvosti pidhotovky maibutnikh uchyteliv fizychnoi kultury do profesiinoi diialnosti [Features of training future physical education teachers for professional activity]. Pedahohichna innovatyka: suchasnist ta perspektyvy [Pedagogical Innovation: Present and Prospects], (3), 88–91. https://doi.org/10.32782/ped-uzhnu/2024-3-14 [in Ukrainian]. DOI: https://doi.org/10.32782/ped-uzhnu/2024-3-14
Kremen, V. H. (2008). Filosofiia osvity [Philosophy of education]. Hramota [in Ukrainian].
Kurnyshev, Yu., & Moseichuk, Yu. (2025). Orhanizatsiino-metodychni zasady aktyvizatsii protsesu profesiinoho samorozvytku vchyteliv fizychnoi kultury [Organisational and methodological principles of activating the professional self-development of physical education teachers]. Fizychna kultura i sport: naukovyi pohliad [Physical Culture and Sport: Scientific Perspective], 1(1), 267–273. https://doi.org/10.31891/pcs.2025.1(1).35 [in Ukrainian]. DOI: https://doi.org/10.31891/pcs.2025.1(1).35
Leleka, V. M., & Melnychuk, I. O. (2026). Samorozvytok vchytelia fizychnoi kultury [Self-development of a physical education teacher]. Naukovyi chasopys Ukrainskoho derzhavnoho universytetu imeni Mykhaila Drahomanova. Seriia 15 [Scientific Journal of Mykhailo Drahomanov State University of Ukraine. Series 15], 5(205), 62–67. https://doi.org/10.31392/UDU-nc.series15.2026.05(205).11 [in Ukrainian]. DOI: https://doi.org/10.31392/UDU-nc.series15.2026.05(205).11
Liannoi, M., Buhaienko, T., & Bespalova, O. (2024). Sutnist i struktura hotovnosti maibutnoho vchytelia fizychnoi kultury do profesiinoi diialnosti z formuvannia moralnykh yakostei molodshykh shkoliariv [The essence and structure of the future physical education teacher’s readiness for professional activity in forming the moral qualities of primary school pupils]. Fizychna kultura i sport: naukovyi pohliad [Physical Culture and Sport: Scientific Perspective], 1(1), 277–283. https://doi.org/10.31891/pcs.2024.1.42 [in Ukrainian]. DOI: https://doi.org/10.31891/pcs.2024.1.42
Maksymchuk, I., Sahach, O., Demchenko, I., Furdui, S., Maksymchuk, B., Protas, O., Mezhylovska, L., & Kyzko, E. (2020). Samorozvytok u konteksti formuvannia pedahohichnoi maisternosti maibutnoho vchytelia [Self-development in the context of forming the future teacher’s pedagogical mastery]. Naukovyi chasopys NPU imeni M. P. Drahomanova. Seriia 15 [Scientific Journal of the National Pedagogical Dragomanov University. Series 15], (2(122)), 88–95. https://doi.org/10.31392/NPU-nc.series15.2020.2(122).18 [in Ukrainian]. DOI: https://doi.org/10.31392/NPU-nc.series15.2020.2(122).18
Mukan, N., Zagura, F., & Lavrysh, Y. (2025). Continuing professional development of physical education teachers through collaborative professional reflection. Millenium – Journal of Education, Technologies, and Health, 2(26), Article e34762. https://doi.org/10.29352/mill0226.34762 [in English].
Pavliuk, Ye. O., & Skalii, O. V. (2022). Do problemy formuvannia profesiinoi kompetentnosti maibutnikh fakhivtsiv z fizychnoi kultury i sportu u protsesi fakhovoi pidhotovky [On the problem of forming the professional competence of future specialists in physical culture and sports in the process of professional training]. Fizychna kultura i sport: naukovyi pohliad [Physical Culture and Sport: Scientific Perspective], (1), 27–35. https://doi.org/10.31891/pcs.2022.1.4 [in Ukrainian]. DOI: https://doi.org/10.31891/pcs.2022.1.4
Romanovskyi, O. H., Mykhailychenko, V. Ye., & Hren, L. M. (2012). Pedahohika uspikhu [Pedagogy of success]. NTU “KhPI” [National Technical University “Kharkiv Polytechnic Institute”] [in Ukrainian].
Shyian, B. M. (2002). Teoriia i metodyka fizychnoho vykhovannia shkoliariv [Theory and methodology of the physical education of schoolchildren] (Pts. 1–2). Navchalna knyha – Bohdan [in Ukrainian].
Tsos, A. V. (2012). Teoriia i metodyka fizychnoho vykhovannia v zakladakh osvity [Theory and methodology of physical education in educational institutions]. Volynskyi natsionalnyi universytet imeni Lesi Ukrainky [Lesya Ukrainka Volyn National University] [in Ukrainian].
UNESCO Institute for Lifelong Learning. (n.d.). Teachers as lifelong learners. https://www.uil.unesco.org/en/teachers-lifelong-learners [in English].
Verkhovna Rada of Ukraine. (2017). Zakon Ukrainy “Pro osvitu” [Law of Ukraine “On Education”] (No. 2145-VIII). https://zakon.rada.gov.ua/laws/show/2145-19#Text [in Ukrainian].
Ziaziun, I. A., Kramushchenko, L. V., Kryvonos, I. F., et al. (2004). Pedahohichna maisternist [Pedagogical mastery]. Vyshcha shkola [in Ukrainian].
