Relevant bibliographies by topics / Future physics teachers

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Future physics teachers'

Author: Grafiati
Published: 5 June 2025
Last updated: 24 June 2025

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Journal articles on the topic "Future physics teachers"

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Thornhill, Stephen G. "Generating future physics teachers." Physics World 3, no. 2 (1990): 18–19. http://dx.doi.org/10.1088/2058-7058/3/2/18.

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Makarenko, Kateryna, Volodymyr Makarenko, Oleksander Makarenko, and Liudmyla Matiash. "Project activity of future physics teachers." Physical and Mathematical Education 21, no. 3 (2019): 93–98. http://dx.doi.org/10.31110/2413-1571-2019-021-3-014.

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Gaissina, Karlygash, Zhumadil Childibaev, Galiya Tatarinova, Amantai Kunakbayev, and Gulnar Tashenova. "On improving the professional training of future biology teachers." Scientific Herald of Uzhhorod University Series Physics, no. 55 (December 19, 2023): 137–46. http://dx.doi.org/10.54919/physics/55.2024.14lb6.

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Relevance. Higher education is designed to transfer to the student the knowledge, skills, and abilities in a particular field, promote the formation of humanistic values, broaden the student’s horizons, develop his/her ability to make creative solutions, and practice self-study. Professional training of future biology teachers shifts the focus to upbringing, developmental functions of education, the formation of a future teacher's personality, his/her holistic spiritual and moral development, high psychological stability, and readiness for the profession. Purpose. The study aimed to develop and substantiate the professional training of future teachers when studying pedagogical, methodological, and natural disciplines in pedagogical universities to promote the development of cognitive and professional interest of graduates, the formation of deep and persisting knowledge, and activate their professional self-determination. Methodology. We have identified the main directions for the formation of professional qualities of students in the upbringing and training process and during production practice (visits to the best schools; conducting lectures, practical and laboratory classes with the elements of profiling; the use of professional literature, elective courses, etc.). Results. Professional training of future biology teachers allows the subject of activity to reach the level that is legally required and sufficient for pedagogical activity. Conclusions. A 21st-century teacher should possess the following qualities: reflectivity in thinking and practical activity; tolerance; affection, love, tenderness; interest in technology and digital information; global awareness.
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Andrieiev, Andrii, and Nataliia Tykhonska. "THE SYSTEM OF PREPARING FUTURE PHYSICS TEACHERS FOR THE ORGANIZATION OF STUDENTS’ INNOVATIVE ACTIVITIES." Scientific journal of Khortytsia National Academy No. 1 (2019), no. 1 (2019): 67–73. http://dx.doi.org/10.51706/2707-3076-2019-1-7.

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The article presents conceptual provisions used for preparation of future physics teachers for the organization of students’ innovation activities, which form the basis for the development of a model for training future physics teachers for the organization of students' innovation activities in the educational process. The main idea of this model is to implement a two-component system of training future physics teachers for the organization of students’ innovative activities; its first (educational) component is related to the students’ targeted learning activity in the context of forming readiness for organizing students’ innovation activities; the second (professional) component is implemented in the future teacher’s quasi- professional activities, during which he or she is the organizer of students’ innovation activities. This idea implies the continuity of teacher's professional training and provides for: 1) updating the content of professional training for a future physics teacher by developing educational programs, curricula, programs of disciplines, teaching materials that should take into account the innovative nature of the professional activities accomplished by a future teacher; 2) the use of a three-level structure for preparing future physics teachers for organizing students' innovative activities creates conditions for: appropriate theoretical training of students (first level); acquiring practical skills and experience in implementing innovative activities in the learning process (second level); students aim at organizing their innovative search in the educational process in physics (third level); 3) organization of the educational environment in the conditions of quasi- professional activity of students provides for the approximation of educational activities of future teachers to the forms of their professional activity in order to imitate those elements of pedagogical activity that future physics teachers will have to perform; 4) the use of methods, forms and means of training in the process of vocational training that contribute to attracting students to innovative search during the class and extracurricular forms of work; 5) increasing the role of independent work of students in the educational process by involving them in research activities on the creation and implementation of innovative educational products; 6) creation of conditions for the involvement of students in the leadership of the research work in the process of their preparation for participation in national and international competitions. The model offers a three-level structure for the training of future teachers of physics for the organization of students' innovative activity.
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Dvořáková, I., and M. Snětinová. "Problem Solving Seminar for Future Physics Teachers." Journal of Physics: Conference Series 2750, no. 1 (2024): 012039. http://dx.doi.org/10.1088/1742-6596/2750/1/012039.

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Abstract The paper presents a seminar for future physics teachers focused on problem solving and creativity in problem solving. In this seminar, students are encouraged to find effective strategies for various problems on their own, to use multiple representations, and to be aware of barriers as well as possible clues to solving problems. Students and their teachers reflect together on the goal of each activity or problem, and look for ways to bring them into the regular classroom. The seminar is aimed not only at developing students’ problem-solving competencies, but more importantly to draw them towards thinking like a future teacher.
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Beloev, Ivan, Valentina Vasileva, Іnna Savytska, Oksana Bulgakova, Lesia Zbaravska, and Olha Chaikovska. "Model of Professionally Directed Training of Future Engineer-Teachers." Strategies for Policy in Science and Education-Strategii na Obrazovatelnata i Nauchnata Politika 33, no. 2 (2025): 172–86. https://doi.org/10.53656/str2025-2-2-mod.

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The article provides scientific substantiation and development of a professionally oriented physics training model for future engineering teachers using professionally oriented training. The relevance of the problem, its insufficient theoretical and practical development, as well as the need to resolve the identified contradictions determined the purpose of this article: to substantiate and develop a model of professionally oriented physics training for future engineering teachers. It was determined that physics training should be considered as a process reflecting the interaction of a teacher and applicants for higher education with the involvement of the latter in physics activities that are close to professional ones. It is aimed at developing a professional orientation of an individual, a harmonious combination of theoretical and practical training using the method of interdisciplinary relationships between physics and professionally oriented disciplines by the types and functions of an engineer teacher’s activity. Based on the model of professionally oriented training, a methodology for teaching physics to future engineer teachers was theoretically substantiated and developed, contributing to the formation of knowledge and skills in physics and the ability to apply them in the professional activities of an engineer teacher. The results of the experiment showed that teaching students using the developed methodology helps to increase the level of fundamental and professionally oriented knowledge in physics by 10– 15%; the use of fundamental knowledge in physics to solve problems related to future professional activity when studying disciplines of professional and practical training increased by 25%.
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Baisarinova, Aigerim, and Rymshash Toleubekova. "Cultivating methodological culture: A roadmap for future social teachers." Scientific Herald of Uzhhorod University Series Physics, no. 55 (December 12, 2023): 2939–48. http://dx.doi.org/10.54919/physics/55.2024.293sb9.

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Relevance. In the landscape of modern education, cultivating methodological culture among social educators is paramount for navigating the diverse realms of psycho-educational theory and practice, fostering crucial attitudes, and elevating educational standards.Purpose. This study aims to diagnose challenges in establishing and embedding methodological culture among teachers, elucidate diverse conceptual approaches to this multifaceted phenomenon, construct a model of methodological culture for social teachers, and evaluate future educators� readiness for methodological activities, encompassing personalized and sense-making practices.Methodology. Employing analytical, synthetic, deductive, and comparative methods, this research dissects the components and facets of methodological culture formation among teachers, delving into educational processes to unearth developmental patterns and resolve inherent contradictions.Results. Findings delve into enhancing persuasive skills and self-awareness among social educators, delineate the contours of professional competence for future teachers, propose a framework for developing methodological knowledge alongside professional and educational cultures, diagnose levels of methodological culture development, and underscore key professional qualities requisite for effective social teaching.Conclusions. This study�s insights hold practical and theoretical significance for students, prospective social educators, and current teachers alike, offering pathways to acquire essential methodological knowledge, reflective capacities, critical thinking skills, and creative pedagogical approaches vital for effective engagement within educational communities.
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Nurpeyssov, Kuanysh, and Duisebek Nurgabyl. "A model of the process for forming the readiness of future mathematics teachers to teach schoolchildren in the context of the PISA-2021 concept." Scientific Herald of Uzhhorod University Series Physics, no. 56 (February 28, 2024): 1240–50. http://dx.doi.org/10.54919/physics/56.2024.124vt0.

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Relevance. The relevance of the research topic lies in the fact that educational tasks in geometry contribute to the formation and development of mental abilities, spatial imagination, which are necessary in logistics, architecture and construction, mechanical engineering, cartography and other fields of applied science. Purpose. The purpose of the study is to study the stage of training of future mathematics teachers in the direction of implementing the PISA-2021 concept. Methodology. Among the theoretical research methods, analysis and synthesis, the method of comparison and generalization were used. At the stage of the empirical part, an experimental pedagogical study was conducted on the basis of three universities of Kazakhstan. Results. The article examines the issue of designing the learning process in the context of forming the readiness of future mathematics teachers to carry out pedagogical activities. A system of content components of the future teacher's general readiness to teach schoolchildren was determined. The signs and stages of formation of the readiness of future mathematics teachers to teach schoolchildren in the context of the PISA-2021 concept have been identified. A model of the process of forming the professional readiness of future mathematics teachers to teach schoolchildren in the context of the formation and development of their mathematical thinking, spatial ideas, and divergent thinking has been built skills of the 21st century. Conclusions. The study confirms the effectiveness of a new model for preparing future math teachers, showing high student proficiency in mathematical and pedagogical skills, while noting potential for broader application and challenges in implementation due to current school curriculum limitations. Keywords: readiness components; stages of the learning process; thinking abilities; geometric problems; section of polyhedra
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Assanova, Zhanna, Sarsenkul Tileubay, Nuraim Ibragimova, Zhadira Bissenbayeva, and Ainur Zhakish. "Development of the creative potential of future teachers based on smart education." Scientific Herald of Uzhhorod University Series Physics, no. 55 (February 2, 2024): 553–61. http://dx.doi.org/10.54919/physics/55.2024.55ds3.

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Relevance. In the modern world, education is undergoing a digital revolution, and smart technologies are becoming increasingly important in the educational process. Future educators need to be ready to effectively use these technologies to enrich the learning experience and teach their future students with the help of creative thinking and other teaching skills, which is relevant today. Purpose. The purpose of the study is to investigate and discuss methods and strategies aimed at developing creative skills and competencies of future teachers using smart technologies in the educational process. Methodology. The paper uses the method of analysis, systematisation, and generalisation. Results. It was found that the use of smart technologies in education contributes to a significant increase in the level of creativity of future teachers. Smart technologies enrich the educational experience by providing teachers with new tools and resources to develop their creative skills and abilities, which, in turn, can positively affect the quality of education that future teachers will provide to their students. The paper examines how modern smart technologies can be successfully integrated into the curricula and how they can become tools for stimulating creativity in future teachers. The study also examined the paradigm of smart education and its constituent elements. Conclusions. The study revealed that modern smart education significantly contributes to the development of creative skills of future teachers due to access to modern technologies such as virtual reality, augmented reality, blockchain, and others that create interactive and exciting educational environments, focusing on interactivity and collaboration. A survey of students was conducted on how they feel about smart education and their willingness to use it to develop creativity in the educational process and future professional activities. The results of the study can help educational institutions and teachers optimise learning processes using smart technologies focused on the development of creativity in future teachers.
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Orynbayeva, Ulserik, Tulebike Kulgildinova, Altynai Zhaitapova, Saulesh Mukanova, and Gauhar Zhumanova. "Criteria and levels of development of the reflexive competence in a foreign language teacher." Scientific Herald of Uzhhorod University Series Physics, no. 55 (January 30, 2024): 1009–17. http://dx.doi.org/10.54919/physics/55.2024.100bp9.

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Relevance. The relevance of the study is conditioned by the fact that pedagogical education faces huge problems, since modern changes impose higher requirements on future foreign language teachers, where special attention is paid to the development of reflexive competence in the context of a continuous learning system. Reflexive competence is an important driving force of pedagogical activity, through which internal experience is reflected upon when one's own knowledge can be sublimated and one's practical behaviour tends to be deliberate. Purpose. The purpose of the study is to reveal the problems of university preparation of future teachers of a foreign language for reflexion and to consider the main aspects of the development of a future teacher's reflexive competence. Methodology. To achieve research goals, the following methods were used: structural and functional, theoretical, and experimental. Results. The results of the study have determined that the training of a future foreign language teacher with reflexive competence today is one of the most important and significant tasks of pedagogical universities and the education system in general. The analysis showed that future foreign language teachers are not sufficiently prepared to work with reflection methods, and universities have serious shortcomings in understanding the essence of this concept. The development and improvement of the ability of future foreign language teachers to recognise problems and reflect on them play an important role in changing educational concepts, which contributes to their growth and development. Conclusions. The practical significance lies in the analysis of the current state of teaching, the formulation of criteria and levels of development of reflexive competence in a future foreign language teacher, and the formulation of criteria and appropriate levels of development of reflexive competence in the process of professional education in higher education, which determines the level of development of self-reflection.
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Dissertations / Theses on the topic "Future physics teachers"

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Fracchiolla, Claudia. "investigating a redesigned Physics course for future elementary teachers." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32885.

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Doctor of Philosophy<br>Curriculum and Instruction Programs<br>Jacqueline D. Spears<br>There is a growing concern that the number of students graduating with a STEM major in the U.S. is insufficient to fill the growing demand in STEM careers.  In order to fulfill that demand, it is important to increase student retention in STEM majors and also to attract more students to pursue careers in those areas.  Previous research has indicated that children start losing interest in science at the elementary level because science is taught with a focus on learning vocabulary and ideas rather than learning through inquiry-based techniques.  A factor that affects the quality of science education at the elementary level is the preparation of elementary teachers. Many elementary teachers feel unprepared to teach science because they lack adequate content knowledge as well as the pedagogical content knowledge (PCK) for teaching the subject.  Previous studies of teacher preparation in science identified some areas with which pre-service teachers need assistance.  One of these areas is understanding children’s ideas of science. To address that issue, this dissertation investigates whether the use of an instructional approach that teaches physics phenomena along with an understanding of how children think about the physical phenomena promotes changes in students’ knowledge of children’s ideas and use of those ideas in instructional and assessment strategies.  Results indicated that students who were explicitly exposed to knowledge of children’s ideas more often incorporated those ideas into their own microteaching and demonstrated higher levels of sophistication of knowledge of children’s ideas, instructional strategies, and assessment strategies that incorporated those ideas.  This research explores an instructional model for blending physics content and pedagogical content knowledge.
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Donnelly, Lisa Chere'. "Shaping the Future Past: Finding History, Creating Identity in the Kwan Hsu Papers." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/481.

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Dr. Kwan Hsu was neither a superstar nor a celebrity. Her name does not come up in conversations about important contributors to her field of biophysics nor is she instantly recognizable for her contributions to Portland State University's international program or the state of Oregon's business ties with China. Yet she was a contributor, a cog-in-the-wheel, at the very least, in all of these areas and more. She was a peripheral member of a well-known Chinese family, but few in the United States know of or perhaps have interest in, but otherwise, she had no great connections or family ties to generate interest in her story. How does one process a collection for a woman who does not meet the traditional criteria for excellence or success or public interest for an archive? Where is the value to the larger historical narrative of our time in preserving the memories of someone who was non-remarkable, or, conversely, someone who may be even too unique to contribute to that greater narrative? These are the questions I wrestled with when I first came to this collection. As my research progressed, I realized that I faced more questions, and that to come to any understanding that might answer them, I was going to have to research the history of archives and archival processes. Science, the Cold War, Communist China, women, the immigrant experience, all of these issues became part of my thesis, however shallowly I was able to investigate them. Questions of identity and historiography, of power and discourse were explored. In the end, what I found was that a collection that on the outside looked unimpressive and unenlightening, could indeed be very valuable, and provide insight into any number of areas of current interest in historical research. This is that story.
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Kelly, Luke E., and Kason M. O'Neil. "Defining the Future of Physical Education/adapted Physical Education Teacher Preparation." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4028.

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The cost of attending residential four-year institutions continues to rise, while the availability of online distance education programs has seen an overwhelming increase. So where does this leave the future of APE and PETE programs? This session will review the current status and future economic forecasts for APE/PETE programs, as well as provide an opportunity to discuss how APE/PETE faculty can address the current and projected threats to maintaining quality APE/PE teacher preparation programs.
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Стома, Валентина Миколаївна, та Valentyna Mykolaivna Stoma. "Принцип когнітивної візуалізації у підготовці майбутніх учителів фізики". СумДПУ імені А. С. Макаренка, 2018. http://repository.sspu.sumy.ua/handle/123456789/6106.

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У тезах розглядається застосування принципу когнітивної візуалізації у підготовці майбутніх учителів фізики.<br>The thesis discusses the principle of cognitive visualization in the preparation of future teachers of physics.
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Пасько, Ольга Олександрівна, та Olha Oleksandrivna Pasko. "Місце нанотехнологій в освітній підготовці випускників загальноосвітніх навчальних закладів". СумДПУ імені А. С. Макаренка, 2016. http://repository.sspu.sumy.ua/handle/123456789/1700.

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Охарактеризовано стан викладання у загальноосвітніх навчальних закладах питань, пов’язаних із розвитком наноіндустрії. Запропоновано впровадження у навчальний процес основ нанотехнологій у формі міждисциплінарних курсів.<br>It is found the status of teaching the issues related to the development of nanotechnology in state secondary schools standarts. Is shown the expediency of development and implementation of the learning process based on nanotechnology in the form of interdisciplinary courses.
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Boyce, Barbara Ann, Jackie Lund, and Kason M. O’Neil. "The Impact of Supply and Demand on Doctorates in Physical Education Teacher Education: The Future of the Profession." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4052.

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Quality preparation of doctoral students is a key to the survival of physical education teacher education. Past research has revealed a shortage of students graduating with a doctoral degree in physical education and a general reluctance of teachers to leave their jobs to pursue an advanced degree. As the number of universities preparing new physical education teacher education assistant professors decreases, those in the profession are concerned for the future of teacher education. Unlike other professions that prepare more doctoral students than the market can accommodate, this is not the case for physical education teacher education doctoral programs. This article will provide summary information on supply and demand, which will be used to identify trends and recommendations for the future. This article will explore the status of doctoral programs in the United States and whether university programs will be able to prepare a sufficient number of professors to replace the aging physical education teacher education professoriate.
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Кусовнік, Максим Олександрович, та Maksym Oleksandrovych Kusovnik. "Сутність та специфіка професійної підготовки майбутніх учителів фізичної культури до професійної діяльності". Master's thesis, СумДПУ імені А. С. Макаренка, 2021. http://repository.sspu.edu.ua/handle/123456789/12159.

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В даній роботі розглядаються проблеми формування готовності майбутніх вчителів фізичної культури до різних сторін професійної діяльності: позаурочної роботи, професійної творчості, індивідуалізації навчання, виховної роботи, спортивно-педагогічної роботи. Вивчено проблеми формування особистості студента у процесі навчальної діяльності, педагогічної майстерності, педагогічних здібностей, педагогічних умінь та навичок, професійно-педагогічної спрямованості особистості тощо. Розроблено методику формування професійної готовності майбутніх вчителів фізичної культури до професійної діяльності, що передбачає застосування комплексу різноманітних методів навчання з поступовим переходом від репродуктивних до проблемно-пошукових та тестових методик.<br>This paper considers the problems of forming the readiness of future teachers of physical culture for various aspects of professional activity: extracurricular activities, professional creativity, individualization of education, educational work, sports and pedagogical work. Problems of formation of the student's personality in the process of educational activity, pedagogical skill, pedagogical abilities, pedagogical abilities and skills, professional-pedagogical orientation of the personality, etc. are studied. A method of forming the professional readiness of future physical education teachers for professional activities has been developed, which involves the use of a set of different teaching methods with a gradual transition from reproductive to problem-solving and test methods.
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Silva, Marcelo Pereira da. "Os saberes docentes de futuros professores de física num contexto de inovação curricular: o caso da física moderna e contemporânea no ensino médio." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-31052012-103701/.

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O presente trabalho apresenta uma análise dos saberes docentes desenvolvidos por futuros professores de física e algumas razões das dificuldades encontradas para a inserção de tópicos de Física Moderna e Contemporânea no Ensino Médio. A partir das definições dos saberes de Tardif (2002) procuramos identificar quais destes saberes estão sendo desenvolvidos pelos futuros professores e de que maneira a experiência de ensino vivenciada por eles contribuiu para sua formação profissional. A pesquisa é de natureza qualitativa e foi desenvolvida com alunos do último ano do curso de Licenciatura em Ciências Exatas (habilitação: Física), do Instituto de Física da USP de São Carlos - Universidade de São Paulo. Com os resultados encontrados, buscamos estabelecer algumas das dificuldades dos futuros professores para trabalhar tópicos de Física Moderna e Contemporânea em sala de aula e quais rumos podem ser tomados à procura de soluções que possam servir de base para o desenvolvimento de propostas de ensino desta natureza.<br>This research presents an analysis of teacher knowledge developed by prospective teachers of physical reasons and some of the difficulties in the inclusion of topics of Modern and Contemporary Physics in high school. From the definitions of knowledge by Tardif (2002) sought to identify which of these knowledge are being developed by prospective teachers and how the experience of teaching experienced by them contributed to their professional training. The research is qualitative in nature and is designed with students in their last year of the BSc in Exact Sciences (qualification: Physics), Institute of Physics of USP in São Carlos - University of Sao Paulo. With these results, we tried to establish some of the difficulties of future teachers to work topics Modern and Contemporary Physics classroom and what paths can be looking for solutions that can serve as a basis for the development of the education proposals of this nature.
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Буланий, Анатолій Володимирович, та Anatolii Volodymyrovych Bulanyi. "Формування педагогічної майстерності майбутніх учителів фізичної культури у процесі професійної підготовки". Master's thesis, СумДПУ імені А. С. Макаренка, 2021. http://repository.sspu.edu.ua/handle/123456789/12089.

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В роботі розкриті питання ознайомлення з практикою навчання майбутніх вчителів фізичної культури, виявлено низку проблем в їхній підготовці, зумовлених суперечностями між: об’єктивними потребами суспільства, прагненням майбутнього вчителя досягти належного рівня педагогічної майстерності та недостатньо ефективною організацією професійної підготовки вчителів фізичної культури; сучасними вимогами освітньої галузі до рівня компетентності вчителів фізичної культури і низьким рівнем застосування новітніх педагогічних технологій на етапі їхньої професійної підготовки у ЗВО; потребою формування педагогічної майстерності відповідно до сучасної парадигми освіти і концепцій педагогічної освіти та недосконалим навчально- методичним забезпеченням процесу вивчення педагогічних дисциплін у ЗВО галузі ФКіС.<br>The paper reveals the issues of acquaintance with the practice of teaching future physical education teachers, identified a number of problems in their training due to contradictions between: objective needs of society, the desire of the future teacher to achieve the appropriate level of pedagogical skills and insufficiently effective organization of professional training of physical education teachers; modern requirements of the educational field to the level of competence of physical education teachers and the low level of application of the latest pedagogical technologies at the stage of their professional training in the Free Economic Zone; the need to form pedagogical skills in accordance with the modern paradigm of education and concepts of pedagogical education and imperfect educational and methodological support of the process of studying pedagogical disciplines in the field of free education in the field of FKiS.
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Рекуненко, Євген Вікторович, та Yevhen Viktorovych Rekunenko. "Аналітичний зміст структури основних видів діяльності вчителя фізичної культури". Master's thesis, СумДПУ імені А. С. Макаренка, 2021. http://repository.sspu.edu.ua/handle/123456789/12164.

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Головною метою даної роботи є теоретичне обґрунтування змісту структури основних видів та складових компонентів діяльності майбутнього вчителя фізичної культури, з якою автор впорався повністю. В даній роботі зовсiм новими є вiдомостi про взаємозв'язки змiсту професiйної дiяльностi вчителя фiзичної культури. Встановлено, що технологiя вирiшення вчителем фiзичної культури кожного педагогiчного завдання складається з трьох, тісно пов'язаних мiж собою, етапiв: пiдготовчого, виконавчого й контрольного. Професiйна діяльнiсть майбутнього фахiвця характеризується iнтегративним станом особистостi, що вмiщує в собi оптимальну систему знань, умiнь, навичок, потреб, мотивiв i здiбностей, тобто все те, що складає професiйнi якостi фахiвця та його ставлення до дiяльностi. Визначено залежнiсть оцiнок значимостi компонентiв професiйної дiяльностi вiд рiвня квалiфiкацiї фахiвця.<br>The main purpose of this work is to theoretically substantiate the content of the structure of the main types and components of the future teacher of physical education, with which the author has fully coped. In this paper, information about the relationship between the content of the professional activities of a physical education teacher is completely new. It is established that the technology of solving each pedagogical task by the teacher of physical culture consists of three, closely connected, stages: preparatory, executive and control. The professional activity of the future specialist is characterized by the integrative state of the individual, which contains the optimal system of knowledge, skills, abilities, needs, motives and abilities, ie all that constitutes the professional qualities of the specialist and his attitude to the activity. The dependence of the estimates of the significance of the components of professional activity on the level of qualification of the specialist is determined.
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Books on the topic "Future physics teachers"

1

Smithers, Alan G. Securing the future: The shortage of mathematics and physics teachers. Engineering Council, 1988.

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Natowitz, Joseph, and Christian Ngô. Our Nanotechnology Future. Amsterdam University Press, 2017. http://dx.doi.org/10.5117/9789462984127.

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This book explores nanotechnology, a rapidly evolving and growing field with applications in a large number of areas. The concepts and physics are highlighted through topics such as nanoscience, quantum effects, nanostructures, and new forms of carbon. Applications and potential health and safety implications of nanomaterials are discussed for healthcare, food production, electronics, defence and more. Accessible and timely, this introduction to nanotechnology will interest students, teachers, politicians, and everyone else eager to learn more about this dynamic field.
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Gorbushin, Sergey. How can you teach physics in grades 7-8. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2177489.

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This textbook is intended for students of physics majors at pedagogical universities (training areas 44.03.01 and 44.03.05) and is a continuation of the textbook "How to teach physics." The methodology of teaching physics in grades 7-8 and, in general, the specifics of the first stage are considered in detail. Special attention is paid to the consideration of heuristic learning and the justification of its preference at the initial stages of studying the subject. The digressions are devoted to various methodological and general pedagogical issues. It will be useful for both future teachers and any practicing professional, regardless of the subject.
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Dale, Housner Lynn, ed. Historic traditions and future directions of research on teaching and teacher education in physical education. Fitness Information Technology, 2009.

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Dale, Housner Lynn, ed. Historic traditions and future directions of research on teaching and teacher education in physical education. Fitness Information Technology, 2009.

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Sosnin, Eduard, and Boris Poizner. System support of creative activity: tasks, tools, methodology. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2010442.

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The purpose of this textbook is to teach the reader how to use the tools of system analysis in his research, design, forecasting and innovation activities. To do this, the textbook introduces the basics of system analysis and its tools using examples of specific tasks from physics, chemistry, history, economics, management, medicine, sociology, philosophy, agronomy, politics and everyday life. Practical recommendations are given on taking into account the psychological characteristics of a personality when mastering it by system analysis. The place of system analysis in the world of human cognitive strategies is shown and the elements of the cognitive strategy in the future are predicted. Meets the requirements of the latest generation of federal state educational standards for higher education. It is addressed to teachers, graduate students and students of natural sciences and humanities, scientists and developers, analysts and experts, anyone who wants to improve the quality of their intellectual work, ensure novelty and strengthen its creative content.
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Securing the future: The shortage of mathematics and physics teachers. the Engineering Council, 1988.

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Notebook, charlesgrahm. Notebook: Future Physics Teacher - College Ruled 100 Pages - 6 X 9 Inches. Independently Published, 2020.

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Comparing tort liability knowledge of future teacher coaches and current practicing teacher coaches. 1993.

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Comparing tort liability knowledge of future teacher coaches and current practicing teacher coaches. 1993.

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Book chapters on the topic "Future physics teachers"

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Nobre, E. F., A. O. Feitosa, M. V. P. Lopes, et al. "Teaching Modern Physics for Future Physics Teachers." In Springer Proceedings in Physics. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-00297-2_44.

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Cassidy, David, Gerald Holton, and James Rutherford. "A Word to Future and Current Teachers." In Understanding Physics. Springer New York, 2002. http://dx.doi.org/10.1007/0-387-21660-x_2.

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Lefkos, Ioannis. "An Assessment Rubric for Future Teachers’ Ability to Design Experiments." In Physics Education Today. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-48667-8_7.

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MacIsaac, Daniel Lawrence, Bradley Fennell Gearhart, André Bresges, et al. "Fostering Physics Content and Pedagogy Learning in Future Physics Teachers via Student-Authored YouTube-Style Video Projects." In Challenges in Physics Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06193-6_3.

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Rosi, Tommaso, Giuliano Zendri, Eugenio Tufino, Stefano Toffaletti, Stefano Oss, and Pasquale Onorato. "COSID-20: Design and Testing of a Home-Kit for Physics Laboratory at a Distance with Future Teachers." In Challenges in Physics Education. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-44312-1_13.

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Zharmukhanbetov, Serik, Khadisha Abdrakhmanova, Ganiya Ormanova, Chandan Pal Singh, and Kuralay Kudaibergenova. "Deep Analysis of Integrated STEM in Teaching for Future Physics Teachers Using Project-Based Learning." In Lecture Notes in Networks and Systems. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-6103-6_10.

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Landini, Alessandra, Enrico Giliberti, and Federico Corni. "The Role of Playing in the Representation of the Concept of Energy: A Lab Experience for Future Primary School Teachers." In Concepts, Strategies and Models to Enhance Physics Teaching and Learning. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18137-6_11.

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Mooney, Amanda, and Loris Gullock. "“Back to the Future” Building Mentoring Capacity in Physical Education Teacher Education Students." In Pedagogies for the Future. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-278-5_9.

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Lynch, Timothy. "Creating Local Pathways in University Teacher Education: Planting the Seed." In The Future of Health, Wellbeing and Physical Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31667-3_3.

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Hortigüela-Alcalá, David, Daniel Bores-García, Raúl Barba-Martín, and Gustavo González-Calvo. "Yes, I have a disability. Does it prevent me from being a PE teacher? A qualitative approach from the point of view of future PE teachers and their families." In Disabled Children and Young People in Sport, Physical Activity and Physical Education. Routledge, 2024. http://dx.doi.org/10.4324/9781003566434-6.

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Conference papers on the topic "Future physics teachers"

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Zheludok, I. "DIGITAL TECHNOLOGIES IN PREPARING FUTURE TEACHERS OF PHYSICS." In Modern problems of physics education. Baskir State University, 2021. http://dx.doi.org/10.33184/mppe-2021-11-10.151.

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Rebello, N. Sanjay, and Dean A. Zollman. "Assessing Pedagogical Content Knowledge of Future Elementary Teachers." In 2013 Physics Education Research Conference. American Association of Physics Teachers, 2014. http://dx.doi.org/10.1119/perc.2013.pr.062.

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Kiseleva, A. "TECHNOLOGICAL METHODS OF LEARNING IN TRAINING FUTURE TEACHERS OF PHYSICS." In Modern problems of physics education. Baskir State University, 2021. http://dx.doi.org/10.33184/mppe-2021-11-10.21.

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Fracchiolla, Claudia, and N. Sanjay Rebello. "Assessing Future Elementary Teachers’ Pedagogical Content Knowledge in a Physics Class." In 2014 Physics Education Research Conference. American Association of Physics Teachers, 2015. http://dx.doi.org/10.1119/perc.2014.pr.018.

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Baizel, M. "ELECTRONIC PORTFOLIO MODEL: AS A MEANS OF ASSESSING FUTURE PHYSICS TEACHERS." In Modern problems of physics education. Baskir State University, 2021. http://dx.doi.org/10.33184/mppe-2021-11-10.49.

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Demkanin, Peter. "Preparation of New Physics Teachers in the Light of Goals of Physics Education." In INNODOCT 2019. Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10111.

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In some of our previous articles, we have analysed and discussed the goals of physics education at secondary schools and some aspects of physics education at the secondary school level. In this contribution, we proceed with bringing our experience with the preparation of new physics teachers at Comenius University in Bratislava. We discuss the theoretical background we used as a base for preparing the curriculum for university students – future physics teachers and we highlight some aspects of their preparation. Especially, we focus on the development of abilities to scaffold the learning of their future secondary schools' students. In details, we describe the ways we try to improve the abilities of our students to scaffold their future secondary schools' students in concept formation, in process skills development, in planning and processing inquiry, ability to scaffold effective work with literature. As a vast majority of our graduates will teach their secondary school students in Slovak language, which is a language used by a small number of people (5 mil), we discuss also some specifics related to physics textbooks for secondary schools in Slovak language, university textbooks available in Slovak language and ability of our university students-future physics teachers to work with sources written in English. At the conclusion, we propose some possible improvements, hopefully, inspiring also for preparation of physics teachers for other educational systems.
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Dammer, Manana D. "Preparing Future Physics Teachers To Work In A Virtual Learning Environment." In EEIA 2019 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.09.02.31.

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Kulikova, N. U., E. V. Danilchuk, and A. V. Zhidkova. "Formation of readiness for future physics teachers by using interactive learning tools." In INFORMATION TECHNOLOGIES IN EDUCATION OF THE XXI CENTURY (ITE-XXI): Proceedings of the International Scientific-Practical Conference “Information Technologies in Education of the XXI Century”. Author(s), 2017. http://dx.doi.org/10.1063/1.4972464.

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Dammer, Manana, Elena Leonova, and Vladimir Kudinov. "PRODUCTIVE TEACHING OF FUTURE PHYSICS AND MATHEMATICS TEACHERS IN A DIGITAL EDUCATIONAL ENVIRONMENT." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1700.

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Dammer, Manana, Vladimir Kudinov, Elena Leonova, and Natalia Zubova. "TRAINING OF FUTURE PHYSICS TEACHERS IN MASTER'S DEGREE FOR RESEARCH ACTIVITIES IN EDUCATION." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1308.

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Reports on the topic "Future physics teachers"

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Kiv, Arnold E., Vladyslav V. Bilous, Dmytro M. Bodnenko, Dmytro V. Horbatovskyi, Oksana S. Lytvyn, and Volodymyr V. Proshkin. The development and use of mobile app AR Physics in physics teaching at the university. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4629.

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This paper outlines the importance of using Augmented Reality (AR) in physics education at the university as a valuable tool for visualization and increasing the attention and motivation of students to study, solving educational problems related to future professional activities, improving the interaction of teachers and students. Provided an analysis of the types of AR technology and software for developing AR apps. The sequences of actions for developing the mobile application AR Physics in the study of topics: “Direct electronic current”, “Fundamentals of the theory of electronic circuits”. The software tools for mobile application development (Android Studio, SDK, NDK, Google Sceneform, 3Ds MAX, Core Animation, Asset Media Recorder, Ashampoo Music Studio, Google Translate Plugin) are described. The bank of 3D models of elements of electrical circuits (sources of current, consumers, measuring devices, conductors) is created. Because of the students’ and teachers’ surveys, the advantages and disadvantages of using AR in the teaching process are discussed. Mann-Whitney U-test proved the effectiveness of the use of AR for laboratory works in physics by students majoring in “Mathematics”, “Computer Science”, and “Cybersecurity”.
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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4468.

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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate and together with other by informational computer technologies. [1]. Mobile learning allows using the open informational systems, global educational networks, unique digital resources which belong to different educational establishments and co-operate with each other. The use of existent educational resources and creation of own, based on the academic resources from informative space, allows to promote the interest of students to the study of physics, to take into account the individual features, and also features of region and framework of society of the country. During the last years in Ukraine competency-based approach to the organization of studies certainly one of basic. The new Education Act addresses the key competencies that every modern person needs for a successful life, including mathematical competence; competence in natural sciences, engineering, and technology; innovation; information and communication competence [2]. This further emphasizes the importance of providing students with quality physical education and the problems associated with it. Using mobile technology in professional teaching work, the teacher has the opportunity to implement the basic principles of the competence approach in teaching physics. An analysis of the data provided in the official reports of the Ukrainian Center for Educational Quality Assessment showed that the number of students making an external independent assessment in physics and choosing a future profession related to physics has decreased significantly. This is due to the loss of students' interest in physics and the complexity of the content of the subject, as well as the increase in the amount of information that students need to absorb. In this article, we explore the possibilities of mobile technology as a means of teaching physics students and give our own experience of using mobile technology in the process of teaching physics (for example, the optics section in primary school).
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Babkin, Vladyslav V., Viktor V. Sharavara, Volodymyr V. Sharavara, Vladyslav V. Bilous, Andrei V. Voznyak, and Serhiy Ya Kharchenko. Using augmented reality in university education for future IT specialists: educational process and student research work. CEUR Workshop Proceedings, 2021. http://dx.doi.org/10.31812/123456789/4632.

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The article substantiates the feature of using augmented reality (AR) in university training of future IT specialists in the learning process and in the research work of students. The survey of university teachers analyzed the most popular AR applications for training future IT specialists (AR Ruler, AR Physics, Nicola Tesla, Arloon Geometry, AR Geometry, GeoGebra 3D Graphing Calculator, etc.), disclose the main advantages of the applications. The methodological basis for the implementation of future IT specialists research activities towards the development and use of AR applications is substantiated. The content of the activities of the student’s scientific club “Informatics studios” of Borys Grinchenko Kyiv University is developed. Students as part of the scientific club activity updated the mobile application, and the model bank corresponding to the topics: “Polyhedrons” for 11th grade, as well as “Functions, their properties and graphs” for 10th grade. The expediency of using software tools to develop a mobile application (Android Studio, SDK, NDK, QR Generator, FTDS Dev, Google Sceneform, Poly) is substantiated. The content of the stages of development of a mobile application is presented. As a result of a survey of students and pupils the positive impact of AR on the learning process is established.
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Valko, Nataliia V., Viacheslav V. Osadchyi, and Vladyslav S. Kruhlyk. Cloud resources use for students' project activities. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4444.

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The modern educational system proclaims learning aimed at acquiring practical skills and based on the activity approach. Educational research projects are the necessary component of curricula in physics, computer science, biology and chemistry. There is a problem of specialized equipment and facilities using for the implementation of such projects in distance learning. Therefore, the issue of cloud resources using for distance learning organization in robotics is relevant. The article presents a brief overview of the current state of projects development in Ukrainian schools and approaches used in foreign educational institutions in teaching robotics distantly. The article describes the stages of robotics projects development such as organizational, communicative, project work, summarizing. The peculiarities of the stages in distance learning and the possibilities of cloud technologies in robotics are also considered. The authors’ experience in projects developing in this environment for students and future teachers is described.
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Romanova. THE METHODOLOGY OF PHYSICAL CULTURE FUTURE TEACHERS’ EMOTIONAL STATES REFLECTION DEVELOPMENT. Http://kamgifk.ru/sites/default/files/magazine/29_4_2013/29_4_2013_eng.pdf, 2013. http://dx.doi.org/10.14526/50_2013_24.

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Readiness of future teachers of physical culture to social transforming voluntary activity. Marina M. Shubovich, Larisa I. Eremina, Nadezhda V. Bibikova, Irina A. Plohova, 2019. http://dx.doi.org/10.14526/2070-4798-2019-14-2-76-82.

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The future physical education teachers training improvement in ecological self-education as an important component of ecological and pedagogical training. Anna I. Kolesnik, 2021. http://dx.doi.org/10.14526/2070-4798-2021-16-1-155-162.

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