Reflection of the personality-oriented approach by the subjects of its implementation in Eastern Europe

Abstract

The article deals with the study of the assessment of personality-oriented approach by the subjects of its implementation in the formation of pedagogical professionalism in higher educational institutions in Eastern Europe, where such an approach is still considered innovative. Students and teachers of physical education faculties were selected as the reference group. The main objective is to clarify the relationship between the classical principles of personality-oriented approach and its reflection by the subjects of the educational process. A remote survey of students and teachers of physical education faculties helped identify a number of universities, regional and personal advantagesin using a personality-oriented approach. The authors clarified key concepts and patterns of thisapproach, its objective and subjective attributes and patterns. The method of ranking of student andteacher preferences and associative concepts helped identify trends, advantages and disadvantages of the implementation of personality-oriented learning in Eastern European universities.