Design and development technology for the formation of a health-saving position for future teachers

This article explores the search for an effective health-preserving technology, which, according to the author, is a project-based, developmental technology for developing a health-preserving attitude in future teachers. This technology is aimed at developing a physically and mentally healthy personality and physical qualities (strength, speed, endurance, agility, flexibility) to ensure effective and long-term careers in the future. Effective tools forits implementation include active recreation, sports, hiking, and the development and defense of health-preserving projects. The authoridentifies pedagogical conditions that ensure the effectiveness of the process of developing a healthpreserving attitude in future teachers: motivation of future teachers to value their own health and the health of their students; targeted involvement of future teachers in health-preserving activities; creation of a health-preserving environment in the educational organization; proficiency in healthpreserving technologies and the ability to apply them in working with students; development of a desire in future teachers for a healthy lifestyle, sports, and participation in sports events as a personal example for students. The project-based development technology was implemented in stages and included preparatory and introductory, activity-based and practical, and reflective health-preserving stages. At these stages, the following forms of work were consistently introduced (at the preparatory and introductory stage — health and preventive work, classroom lessons; at the activity-based and practical stage — physical education classes, various sports; at the reflective health-preserving stage — various sports, hiking trips, and various types of tourism) and methods (at the preparatory and introductory stage — discussions, business and role-playing games; at the activity-based and practical stage — modeling health-preserving activity situations in the pedagogical process, solving professional problems and cases, developing health-preserving projects; at the reflective health-preserving stage — reflection, problem-based teaching methods, and presentation of health-preserving projects).