Methodological Aspects of Project Module Design Development as a Technological Component of Practice-Oriented Training of Prospective Teachers

Abstract

Changing priorities in teacher training have necessitated a new model for prospective specialists training, taking into account the rapidly changing educational environment. In this regard, project module for prospective teachers' training is considered to be one of the most important structural components of the baccalaureate curriculum. The study is aimed at the development of project training design as a technological component of future teachers' practice-oriented training. The main research method was the modeling method, which allowed, on the basis of abstraction, to determine the integration links between project activities and other components of the university educational. The article provides an overview of the studies on project training genesis, summarizes the organizational and technological solutions used by universities in organizing project-based training. In course of the study, conceptual provisions on the integration of project training with different types of educational activities on the basis of activity and reflective approaches, were determined. The authors substantiated and graphically presented the continuity of the project activity cycles of a certain type of project, developed the trajectories for integrating project into different types of educational activities, and also proposed a design for embedding a project module in the bachelors' training educational process. The results of the study can be used in designing baccalaureate educational programs on the specialties "Education and Pedagogical Sciences", and can also be applied to other areas and profiles of the future specialists' training in higher education.

Strategy to Form Studentspositive Motivationtoeducational and Project Professional Activities

“…For our research, the works that describe the types of project activities and project-oriented programs are of particular interest (Mrdulyash, 2017); as well as the works devoted to the analysis of institutional mechanisms for the implementation of project-based learning in higher education organizations (Fedoseev, A., Andryushkov, A., Belinskaya, M., Lazarev, A., & Prosekin, M., 2018), integration of project-based learning into various types of educational activities in teacher education (Ivanova & Vinogradova, 2020), the questions of readiness of students of pedagogical profiles for project-oriented training (Medvedeva, Martynyuk, Pan'kova, & Solovyova, 2020). The authors also have experience in organizing students ' project activities in a number of disciplines (Vitkovskaya, Solovyeva & Ovchinnikova, 2020;.…”