EXPLORING ACADEMIC PREREQUISITES AND PROFILING REQUIREMENTS OF MIDDLE SCHOOL PHYSICAL EDUCATION TEACHERS

Abstract

Farruh Ahmedov*, Imen Achouri, Erembetov Bayrambay, Mambetnazarov Islambek, Zakirov Farukh, Mirzaev Ibrokhim, Tojiev Ulugbek, Burkhonov Farrukh and Fakhriddin Khaydarov

This study sought to examine the academic backgrounds and prerequisites of physical education instructors in middle schools. Thus, a total of 59 middle school physical education teachers (average age= 41±8.3, average experience=9±3.7 years) participated in this research endeavor. Qualitative analysis was carried out through interviews, wherein participants submitted written accounts detailing their viewpoints across five distinct categories: Advancing Pedagogical and Psychological Understanding; Critical Assessment of Activities; Activity Supervision; Comprehension of Students' Psychological and Emotional States; and Individual and Professional Prerequisites. The questionnaire outcomes were utilized to identify the markers of the professional profiles of physical education instructors. The findings of this study validate that the academic profile of physical education instructors encompasses a range of dimensions. They must meet diverse requirements, and their academic role is multifaceted. The findings of this exploration may prove beneficial for the education and preparation of future physical education educators.