THEORETICAL AND PRACTICAL ASPECTS OF PROJECT ACTIVITY OF TEACHERS OF PROFESSIONAL PRE-HIGHER EDUCATION INSTITUTIONS

Abstract

The article analyzes the problem of the project activity of teachers of professional pre-higher education institutions as a factor of professional development and improving the quality of education. Taking into account the theoretical analysis of scientific publications, the concept of «pedagogical design» has been clarified. A theoretical analysis of the concept of «project activity» is carried out, the main approaches to its interpretation in scientific publications are given, and the actual definition of the outlined problem is reflected. It is noted that design in the field of education is the creation of both large-scale projects aimed at solving current problems in the field of education, as well as projects of modernization of the educational process of a specific educational institution. The expediency of implementing project-based learning in an educational institution is substantiated. It has been proven that project activity determines the formation and development of personality in the conditions of an educational institution. The necessity of forming the project competence of a teacher of a professional pre-higher education institution, which is defined through a set of specific skills and abilities, is substantiated. The ways of forming project competence among teachers of institutions of professional pre-higher education are outlined. The regularities of the project activity of a teacher of a professional pre-higher education institution are singled out, its key aspects are defined, and the conditions that ensure the success of such activity are considered. The structural components of the project activity of the teacher of the professional pre-higher education institution in the context of his professional activity are characterized.

Key words: designing; pedagogical design; project training; project activity; professional development; project competence.