PEDAGOGICAL EFFECTIVENESS OF A PERSON-CENTERED MODEL FOR THE MORAL-AESTHETIC EDUCATION OF FUTURE PHYSICAL EDUCATION TEACHERS: EXPERIMENTAL FINDINGS

The moral-aesthetic culture of a physical education teacher is widely regarded as an integral component of professional competence, since the teacher's own ethical conduct and aesthetic  expressiveness exert a direct educational influence on learners through personal example.  Traditional approaches to moral-aesthetic education in teacher training institutions tend to rely on  verbal, reproductive methods that give insufficient weight to students' individual value  orientations, motivation and personal characteristics—an emphasis that runs counter to person centered educational theory, which holds that meaningful, lasting learning occurs when  instruction responds to the learner's own needs, values and experience [1]. T