Digital technologies in the professional training of masters in the direction of «physical culture and sports»

   Relevance. The article presents the results of a survey of the teaching staff and undergraduates of higher educational institutions on the problem of distance learning. The attitude of undergraduates to various forms of the educational process, to the digitalization of learning, to innovative technologies is revealed. The experience of introducing innovative and digital learning technologies based on a competence-based approach is proposed.

   The purpose of the study is a scientific and theoretical substantiation of the scientific and pedagogical foundations of distance learning and confirmation of their effectiveness through pedagogical experimentation.

   Methods and organization of research. We conducted a survey among teaching staff and students of 1-2 years of study. Students from Kyrgyzstan were covered (Kyrgyz State Academy of Physical Culture and Sports, S. Naamatov National University, Osh State Pedagogical University, International Medical University, Talas State University, Kyrgyz-Turkish University "Manas", Kyrgyz National, KEU, KNU. Zhusupa Balasagyna, International University "Ala-Too", IAUPFiB), Kazakhstan (Kazakh Academy of Tourism and Sports, International University named after K.Sh.Toktomamatova, Auezo-va UCU), Russia (FGBOU VO PGUFKSiT, GAOU PO Moscow City Pedagogical University, Volga Region University of Physical Culture, Sports and Tourism, as well as the Accreditation Agency "Bilim Standard". A total of 258 teachers took part in the survey, 38 % of them men, 62 % women: 2 % are doctors of sciences, 35.7 % are candidates of sciences and associate professors, 60.5 % are teachers without a degree. The survey was attended by teachers of the Faculty of Physical Culture and Sports, as well as natural geography, Engineering, History, Physics and Mathematics, Economics, Law, Philology faculty.

   Conclusions. The history of the formation of the educational process and the realities of the current time give reason to express the opinion that there is no limit to the improvement of the learning process and the technology of teaching.

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