Journal of Environmental Treatment Techniques  
2020, Volume 8, Issue 1, Pages: 235-240  
J. Environ. Treat. Tech.  
ISSN: 2309-1185  
Journal weblink: ttp://www.jett.dormaj.com  
Meta-Educational Design as a Technology of  
Professional Development of Teachers  
1
2
3
Irina Y. Burkhanova *, Mariyash E. Akmambetova , Elena A. Saveleva-Rath ,  
4
5
6
5
Svetlana S. Ivanova , Anastasia V. Stafeeva , Nikolay B. Vorobyov , Ekaterina V. Ignatyeva  
1Department of Physical Education Theoretical Foundations, Kozma Minin Nizhny Novgorod State Pedagogical University, Nizhny Novgorod,  
Russia  
2
Department of Pedagogy and Continuing Professional Education, Astrakhan State University, Astrakhan, Russia  
3
Department of Professional Development of Pedagogical Personnel, Federal State Budget Educational Institution "International Child Center  
"
Artek", Yalta, Russia  
4
5
6
7
Department of Physical Education Theoretical Foundations, Kozma Minin Nizhny Novgorod State Pedagogical University, Nizhny Novgorod,  
Russia  
Department of Physical Education Theoretical Foundations, Kozma Minin Nizhny Novgorod State Pedagogical University, Nizhny Novgorod,  
Russia  
Department of Physical Education Theoretical Foundations, Kozma Minin Nizhny Novgorod State Pedagogical University, Nizhny Novgorod,  
Russia  
Department of Theory and Practice of Foreign Languages and Linguodidactics, Minin Nizhny Novgorod State Pedagogical University, Nizhny  
Novgorod, Russia  
Received: 17/07/2019  
Accepted: 26/11/2019  
Published: 20/02/2020  
Abstract  
This article discusses the problem of technological support for the professional development of specialists in the field of physical  
education and sports, which is especially acute in modern society, where social requirements for them are becoming stricter and  
adamant, and the conditions for the manifestation of pedagogical creativity are significantly reduced due to the introduction of  
multilateral normative regulation of the teacher and trainer. In these conditions it is difficult for a specialist to choose a vector and  
methods for realizing his own potential in his professional activity. Physical education teachers working in the framework of  
institutions of additional education for children are considered in the article as the illustration of this problem. The goal is to analyze  
the content-technological and organizational support for the professional development of a physical education teacher in an  
educational organization to identify a set of pedagogical conditions that increase the efficiency of this process. The article presents  
the results of an author's study of the dynamics of professional development of teachers in the field of physical education using meta-  
educational design technology. The stages and mechanisms of this process are described. The materials can be used to organize the  
formation of professional competence and professional development of secondary vocational, higher and additional professional  
education in the field of physical education and sports, as well as adaptive physical education and adaptive sports.  
Keywords: Self-development, Meta-educational design, The need for self-realization mechanisms and stages of its formation  
1
In the context of the introduction of Federal State  
Educational Standard, the content of education on the subject  
Physical Education” is fundamentally changing. Its purpose  
is to create a competent, physically cultural personality of a  
student (4-6). Updating the content of education in the field  
of physical education determines not only the introduction of  
new forms of work with students (7, 8), but also the  
strengthening of the requirements for the professional  
1
Introduction  
The relevance of the research topic is determined, first of  
“
all, by the fact that the modernization of education is one of  
the priority areas of state policy in the Russian Federation.  
New challenges of the time give rise to fundamentally  
different requirements for education, its results, and therefore,  
a new generation of education standards introduction is  
currently in the process (1-3).  
competence of  
a physical education teacher and his  
professional development (9).  
Corresponding author: Irina Y. Burkhanova, Department of  
Physical Education Theoretical Foundations, Kozma Minin  
Nizhny Novgorod State Pedagogical University, Nizhny  
Novgorod, Russia. E-mail: irina2692007@yandex.ru.  
It is necessary to point out that in conditions of serious  
competition in the labor market, it becomes important to  
possess such personal traits as initiative, creative thinking, the  
ability to find innovative solutions, choose a professional  
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Journal of Environmental Treatment Techniques  
2020, Volume 8, Issue 1, Pages: 232-240  
path, and the desire to learn throughout the whole life. The  
formation of these skills is a difficult task for a modern  
teacher. Therefore, their professional development comes to  
the fore (2, 10-15).  
self-development” (19), and conversations were used. To  
determine the component “Improvement of physical  
condition” we used the test “Assessment of overall physical  
performance (Ruthier)” (15), and observation.  
The desire for professional development enables the  
teacher to plan the process of achieving educational results by  
pupils and make them their skills in the process of constant  
self-evaluation (16, 17). Moreover, the problem is urgent due  
to the development and implementation of effective  
management technologies and their assessment, the legal and  
regulatory aspect of the activity, the creation of modern  
management models for the development of both: the system  
of general, additional and vocational education and each  
individual teacher; the need to determine a set of pedagogical  
conditions that increase the effectiveness of teachers'  
professional development on physical education.  
The study was conducted from October 2018 - April  
2019. The study involved 16 teachers of PE (teachers of PE,  
trainers of sports schools, teachers of commercial institutions  
of physical education and sports). The participants were  
divided into 2 two groups:  
1) Experimental group (EG) - 8 people (working in a  
private educational institution of additional education  
"URA", Nizhny Novgorod);  
2) Control group (CG) - 8 people (working in other  
educational organizations).  
As part of the study, all teachers carried out the design of  
their professional development  
Thus, the contradiction between the social and personal  
relevance of the teacher’s constant self-development and the  
lack of sufficient attention and conditions for organizing this  
process in the structure of educational and professional  
activity becomes apparent. The purpose of this study is to  
determine the qualitative characteristics of professional self-  
development of a teacher during physical education, to  
identify the stages and mechanisms of its formation in the  
structure of postgraduate education.  
3
Results  
A systematically organized, appropriate and continuous  
process of development of professional and personal qualities  
that ensure the teacher`s readiness for self-realization in  
professional activity, through self-determination, self-  
education and self-education is understood under the  
professional development of the teacher in the study. The  
activity of teachers participating in the experimental group,  
aimed at research and solving the problem, was a meta-  
educational design, which is aimed simultaneously at the  
formation of educational, research results and scientifically  
based product of activity (10, 20, 21).  
2
Materials and Methods  
The aim of the study is to analyze the content-  
technological and organizational support for the professional  
development of physical education teacher in an  
a
Meta-educational design (MED) allows you to regulate  
the process of self-education and self-development of  
teachers in solving personal-significant professional  
problems. The results of meta-educational design are aimed  
at transforming the subject through the transformation of the  
object, which allows to increase motivation for educational  
activity and self-development (11, 22). As a number of  
scientists indicate, the value of meta-educational design lies  
in the fact that it is the driving mechanism of developing  
education, personal and professional growth (23-25). Meta-  
educational design, unlike educational and social, is aimed at  
solving both the external and internal personality-significant  
problems of the subject of this design. Thus the project  
audience and the project team in this activity are identical.  
The importance of meta-educational design technology in  
relation to the formation of professional competence of  
physical education teachers and trainers is that the goal of  
design is to search for solutions to not just professional, but  
personally significant problems and transformation,  
improving the personality of the subject of meta-educational  
design, in particular, the formation of diverse professional  
positions. This becomes the basis for the development of  
multipositional thinking of a professional, since the problem  
is considered from various scientific and practical aspects.  
The technology of meta-educational design includes invariant  
stages of project activity: development of a project idea and a  
project task, project initialization, activity planning,  
implementation phase and reflection. Meta-educational  
design is an invariant basis for professional development and  
is implemented in five stages: meaningful, design,  
implementation, effective and reflective.  
educational organization to identify a set of pedagogical  
conditions that increase the efficiency of this process.  
Research hypothesis: we assume that the professional  
development of  
a physical education teacher in an  
educational organization will be effective if the following  
conditions are observed:  
-
The essence and components of the process of  
professional development are determined;  
Pedagogical conditions that provide an increase in the  
-
efficiency of the process of professional development of a  
physical education teacher have been created;  
-
A program for the professional development of a  
teacher in physical education was developed and  
implemented.  
To solve the problems stated in the study, the following  
research methods were applied:  
-
Analysis and generalization of scientific and  
methodological literature;  
-
-
-
Control and evaluation methods;  
Pedagogical experiment;  
Mathematical and statistical processing of research  
results.  
The following methods and techniques were used to  
determine the state of components of professional  
development.  
To determine the component “Development of  
professional competence”, we used the “Diagnostic card of  
professional competence of physical education teachers”  
(
18), and observation. To determine the component “Personal  
development”, the methodology “The teacher’s desire for  
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Journal of Environmental Treatment Techniques  
2020, Volume 8, Issue 1, Pages: 232-240  
The design steps are presented below. (a) At the  
purposeful stage the goal was set and the meaning of  
professional development was determined; (b) design stage  
was necessary to form an individual route of professional  
development; (c) the stage of implementation is associated  
with the direct implementation of the individual route of  
professional development; (d) effective - to determine and  
evaluate the result of designing professional development;  
and (e) at the reflective stage the understanding of the  
changes that occurred in the personal plan and in professional  
activity was carried out.  
Orientation to the conceptual foundations of the  
substantive support of the development process of a physical  
education teacher self-education allowed us to develop the  
content of the special course presented above. In particular, it  
was focused on:  
- Taking into account the specifics of professional activity,  
- The needs of specialists,  
-
Typical requests in connection with professional  
development;  
- Existing ideas about the modern content of the professional  
development of the teacher.  
The components of the professional development of a  
teacher in physical education are: (a) Development of  
professional competence; (b) Personal development; and (c)  
Improvement (maintenance) of physical state. The conditions  
for the professional development of a teacher in an  
educational organization are: (a) reforming or restructuring  
the educational and professional environment of the  
organization; (b) use and improvement of the necessary  
infrastructure and educational material base of the  
educational organization; (c) application of design  
technology; and (d) pedagogical support of the professional  
development of the teacher.  
4
Discussion  
After mastering this course, the participants of the  
experimental group implemented individual trajectories of  
professional development within the framework of one  
educational organization, where  
a set of pedagogical  
conditions was created to increase the effectiveness of the  
professional development of a teacher in PE. Correction of  
individual trajectories was carried out at monthly consultative  
meetings. Participants of the control group implemented  
individual trajectories of professional development at the  
place of their professional activity. Correction of individual  
trajectories was carried out at the request of teachers as part  
of individual consultations. Table 2 presents the dynamics of  
the studied indicators of the control and experimental groups  
during the study.  
For the successful implementation of the programs of  
individual professional development of teachers in physical  
education, the content of a special course was developed  
(
Table1), which was implemented in September 2018 for all  
participants of the experiment.  
Table 1: Curriculum plan of the course "Regulation of the professional development of a teacher of physical education"  
Hours for  
№
1
Name of sections and topics  
Total hours  
Form of control  
Lectures  
Practice  
The grounds of the activity approach in the management  
of professional development.  
The essence and significance of the professional  
development of the teacher  
2
2
2
2
-
-
-
-
2
Vectors of activity of professional development of a  
teacher  
Theoretical and technological basis for designing the  
activities of a teacher`s professional development  
Diagnostics of the level of professional activity of a  
teacher  
3
2
8
2
2
-
-
-
4
6
5
6
4
-
2
-
2
-
-
-
Independent work  
Personal  
Professional  
Development  
Project  
Итого:  
18  
10  
8
Table 2: The Dynamics of the components of professional development and teachers of physical education of the control and experimental groups  
CG, n=8 EG, n=8  
Professional  
Development  
Components  
Before the  
experiment,  
points  
After the  
experiment,  
points  
Before the  
experiment,  
points  
After the  
experiment,  
points  
Dynamics  
points  
Dynamics  
points  
%
%
Development of  
professional  
competence  
74,1  
41,5  
85,7  
11,6  
15,7  
72,8  
102,8  
30  
41,2  
Personal development  
50,3  
10,1  
8,8  
0,6  
21,2  
5,6  
43,1  
11,2  
69,1  
6,2  
26  
5
60,3  
44,6  
Physical state  
improvement  
1
0,7  
2
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Journal of Environmental Treatment Techniques  
2020, Volume 8, Issue 1, Pages: 232-240  
Thus, the growth in the component “Development of  
professional competence” in the control group was 11.6  
points (15.7%), in the experimental group - 30 points  
Consequently, the implementation of the professional  
development program for the teacher of the PE developed as  
part of the study, while creating the appropriate set of  
pedagogical conditions, allows optimizing this process and in  
the future creating the necessary conditions for the quality  
work of PE teachers’ direction of professional development.  
(
41.2%).  
The improvement in the “Personal Development”  
component in the control group was 8.8 points (21.2%), in  
the experimental group - 26 points (60.3%). Improvement  
also occurred in the component of professional development  
5
Conclusion  
Based on the foregoing facts and results, it is clear that  
“
Physical state improvement” in the control group by 0.6  
points (5.6%), in the experimental group by 5 points (44.6%).  
As shown by mathematical data before the study, the results  
in the groups did not differ significantly. The differences in  
the groups after the experimental work are significant. So, the  
estimated student t-criterion for the component  
the teacher needs to learn constructive skills to comprehend  
and rethink his activities through self-analysis of classes,  
pedagogical situations, the results of education in general,  
and rethinking contributes to the process of subjectivation  
and increased responsibility for the results of their actions.  
Only readiness for creativity will allow a professional teacher  
to organize research and search activities.  
"Development of professional competence" was t = 3.05 at  
p≤0.01; by the component “Personal development” - t = 3.38  
at p≤0.01; in the component “Physical state improvement” - t  
As a result of the work we consider it possible to draw  
the following conclusions.  
=
3.24 at p≤0.01.  
In the framework of the study, the set of pedagogical  
1. The teacher’s activity on professional development is a  
conditions was clarified according to the questionnaire results  
and the degree of their influence on the effectiveness of the  
professional development of physical education teachers was  
determined. The questionnaire was attended by 16 teachers -  
participants of the experiment and 25 teachers and  
administrative workers of educational organizations where  
the participants of the experiment conduct their work. The  
identified rating of pedagogical conditions, according to the  
subjects of educational activities participating in the  
experimental work, is shown in Figure 1.  
systematically organized, expedient and continuous process  
of developing professional and personal qualities that provide  
a socially set level of teacher’s readiness for professional  
self-realization, through self-determination, self-education  
and self-discipline. The activity of professional development  
is characterized as socio-pedagogical, it functions and  
develops on the basis of its inherent features and conditions  
of implementation.  
reforming or  
rebuilding the  
educationaland  
professional  
environment of the  
organization;  
pedagogical  
support of  
professional  
development of a  
teacher.  
35%  
20%  
use and  
improvement of the  
necessary  
infrastructure and  
educationalmaterial  
base of the  
educational  
organization;  
applicationof  
design technology;  
12%  
33%  
Figure 1: Rating of pedagogical conditions which conduct the effective professional development of specialists in the field of physical education and  
sports.  
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Journal of Environmental Treatment Techniques  
2020, Volume 8, Issue 1, Pages: 235-240  
2
. The basic pedagogical conditions on which the success  
4. Stafeeva AV, Ivanov SS. Training technology and ways of its  
implementation in the system of professional physical education  
of youth of Nizhny Novgorod region. Modern knowledge-  
intensive technologies. 2015;12:145-150.  
of the professional development formation of the teacher in  
physical education depends on are: reforming or restructuring  
the educational and professional environment of the  
organization; use and improvement of the necessary  
infrastructure and educational material base of the  
educational organization; application of design technology;  
pedagogical support of a teacher`s professional development.  
The implementation of these pedagogical conditions in  
the complex helps to increase the effectiveness of the  
professional development of the teacher in the field of  
education in the educational organization.  
5
.
Stafeeva AV, Vorobyov NB, Burkhanova IY, Ivanova SS,  
Zhemchug YS, Salnikova EA, Anfilova NA. Modern approaches  
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6. Vorobyov NB, Burkhanova IY, Bystritskaya EV, Ivanova SS,  
Stafeeva AV, Krasnova MS. Petrova LV. Development of  
Researh Skills In Future Physical Education Specialists. Modern  
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7
.
Grigorieva EL. Belousova KV. Influence of occupations  
swimming on the functional systems of an organism of younger  
school students. Azimuth of Scientific Research: Pedagogy and  
Psychology; 2018;7-2(23):49-51.  
3. The substantive support of the process of professional  
development of physical education teachers should be  
considered as a system object that can be designed. The  
implementation of the system should be based on the  
formation of a reflective and innovative environment that  
stimulates creativity in creating an individual program of  
professional development. The organization of activities  
within the framework of meta-educational design will  
contribute to increasing the effectiveness of professional  
development.  
8. Grigorieva EL. Stafeeva AV. A technique of application of  
improving walking on occupations physical culture in special  
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1
(11):213-215.  
9
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Prokhorova MP. Vaganova OI. Design and implementation of an  
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Practice: Educational and Methodological Manual. N.  
Novhorod: Minin University.  
the professional development of physical education teachers  
on the basis of meta-educational design, contributed to a  
reliable and significant increase in all its components. As a  
result of the experimental work on the use of meta-  
educational design for professional development in the  
conditions of an educational organization, one can state an  
improvement in terms of professional competence,  
intensification of personal development and optimization of  
the physical condition of participants in the study group for  
the experimental period.  
1
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6
Recommendations  
The results can be used to increase the effectiveness of  
1
professional development and self-development of teachers in  
physical education and sports, realizing their professional  
activities within the framework of public and private  
educational institutions. The technology of meta-educational  
design can be implemented for the professional development  
of both teachers in physical education and specialists in  
sports and in the field of adaptive physical education. They  
can be useful for postgraduate education and self-education  
of the teacher and trainer in the context of professional self-  
realization.  
16. Prokhorova MP, Semchenko AA. Involving of trainees-future  
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1
7. Zankov LV. Selected pedagogical works. Moscow: New School.  
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2
2
2
0. Astemirova ON. Formation of self-realization needs in students  
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