INTEGRATION OF PEDAGOGICAL CONGRUENCE AND PROJECT-BASED COMPETENCE: A MODERN MODEL FOR PRE-SERVICE TEACHER TRAINING

Abstract

The article analyzes the new requirements for the process of training future teachers in the context of the continuous modernization of the education system, the widespread introduction of electronic learning technologies, and the use of open interactive and multimedia educational resources. The purpose of the study is to scientifically substantiate the need to form project competence of future teachers in the educational environment of a higher educational institution and to identify important pedagogical aspects of this process.

The article highlights the importance of modeling, forecasting and designing students' educational and cognitive activities, as well as planning the trajectory of personal professional development, in the professional activities of future teachers. Based on the requirements of regulatory legal acts on education policy, project competence is interpreted as an important component of modern pedagogical professional training.

The results of the analysis show that the potential of the educational environment in higher education institutions is not being used sufficiently and systematically to develop the project competence of future teachers. The organization of project activities disconnected from the interdisciplinary and professional context leads to a lack of project skills in future teachers. The article substantiates the need for a comprehensive analysis of the structural components and resources of the higher education environment and the identification of a set of pedagogical conditions serving this process in order to effectively form the project competence of future teachers. The results of the study are of practical importance in improving the system of training pedagogical personnel.