| Popis: |
The training of the Physical Education specialists is a very complex and meticulous process that needs knowledge of the way it is done, and a practical, direct involvement of the students in their own training. This paper represents an experimental study that tried to highlight the effectiveness of a professional training activity that is structured and directed toward concrete aspects, represented by the correctness and quickness of information transmission, by a quick organization of the group, establishing the working time, the cool-down break, and assessing the students’ (colleagues’) behavior. In order for us to know the leading ability, we did an initial and a final testing, both being observational. In order to train the leading and organizational skills throughout the experiment (which took place over the course of 14 weeks, 2 hours per week of direct meetings, and 2 hours of individual training), each student in the experimental group taught 5 lessons, of 40 minutes each, and participated in another 8 lessons as an evaluator of their colleagues’ activity (who, in turn, taught their lessons). In the control group, each student taught only two lessons: an initial one (at the beginning of the semester), and a final one (at the end of the semester), while during the rest of the seminars they debated all the theoretical aspects of conceiving, leading (teaching), and conducting a lesson. The students in the experimental group recorded better results than the ones in the control group. The average values progress of the experimental group in the final stage was higher than the control group's by: 0.67 points for the correctness and quickness of the transmission of information, 0.79 points for establishing the working time, 0.83 points for assessing the cool-down break, and 0.35 points for assessing the students’ (colleagues’) behavior. The conclusions have emphasized the fact that the students’ involvement in teaching and leading the seminar lessons, in a structured way, and directed toward certain aspects, can contribute to the training of the leading abilities for the practical lessons, and to a higher involvement of the students in the professional training process. This method of approaching the instructive-educational act, based on the students’ involvement in teaching a large number of lessons, and including them in the assessment of their colleagues, represents a way that increase the value of the formative act. |
