ЗАГАЛЬНОДИДАКТИЧНІ ПРИНЦИПИ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ДО СПОРТИВНО-РЕАБІЛІТАЦІЙНОЇ РОБОТИ В ЗАКЛАДАХ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ

The article examines the problem of defining general didactic principles for training future teachers for sports and rehabilitation work in general secondary education institutions. The relevance of the study is determined by the growing need for teachers who can organize physical education, health-preserving, preventive, corrective, developmental, and rehabilitation-oriented activities, taking into account pupils’ age, as well as their psychophysical, medical, biological, and social characteristics. It is evident that sports and rehabilitation work in the school environment cannot be reduced to a set of physical exercises or recovery measures, as it has a pedagogical, health-preserving, inclusive, motivational, and socializing nature. The purpose of the article is to theoretically substantiate a system of general didactic principles that ensure the integrity and effectiveness of professional training of future teachers for sports and rehabilitation work at school. The study uses analysis of scientific and pedagogical literature, analysis of regulatory documents, systematization, generalization, and theoretical modeling. It is determined that the training of future teachers should be based on the principles of scientificity, systematicity, and consistency; accessibility; connection between theory and practice; students' consciousness and activity; individualization and differentiation; visualization; health preservation; inclusiveness; reflexivity; and interdisciplinary integration. It is shown that these principles form a methodological basis for developing future teachers’ professional readiness to plan, organize, monitor, and adjust sports and rehabilitation activities in general secondary education institutions. The article emphasizes that effective training of future teachers requires combining pedagogical, medical-biological, psychological, methodological, and practice-oriented components. The practical significance of the study lies in the potential to apply the proposed principles to the design of educational components, practical classes, pedagogical practice tasks, and professional training programs for future teachers of physical culture and related pedagogical specialties.