FEATURES OF DEONTOLOGICAL TRAINING OF STUDENTS – FUTURE PHYSICAL EDUCATION TEACHERS IN THE CONTEXT OF MARTIAL LAW: THEORETICAL ANALYSIS

Abstract

The article is devoted to the study of the peculiarities of deontological training of students – future physical education teachers in conditions of martial law. The relevance of the problem is due to qualitative changes in the system of professional and pedagogical education caused by the full-scale invasion of Ukraine by the Russian Federation, which significantly transformed the conditions of the educational process and put forward new requirements for the deontological competence of teachers.

Based on theoretical analysis and synthesis, systematization and comparison of scientific sources and the regulatory framework, the concept of pedagogical deontology in the context of physical education has been clarified. It has been established that the deontological training of physical education teachers is an integral part of their professional competence, which covers a system of normatively defined duties regarding the physical, psycho-emotional, and personal safety of students. The specificity of physical education and pedagogical activities – direct physical contact with students, increased risk of injury, systematic physical exertion – gives the principle of "do no harm" not only ethical but also literal practical meaning.

New ethical requirements have been defined, dictated by the conditions of martial law, covering four key areas: responsibility for the psychological and emotional safety of vulnerable categories of students (displaced children, children of combatants, children with PTSD); increased requirements for risk-oriented lesson planning in conditions of damaged infrastructure; adherence to the ethics of digital interaction in distance learning; the obligation of teachers to ensure their own psychological self-preservation.

Changes in the content, forms, and methods of deontological training are characterized: the expediency of including the topics of primary psychological assistance, methods of working with traumatized children, and cases of pedagogical tasks modeled on real military situations in educational programs is substantiated. The integration of reflective practices and psychological self-regulation techniques as tools for developing stress resistance in future teachers is proposed.

In summary, under martial law, physical education teachers take on the role of agents of psychological stability and resilience for young people, and the deontological duty of educators goes far beyond compliance with regulatory requirements, encompassing the conscious use of the potential of physical education as a means of psychological recovery.