ORGANIZATION OF STUDENTS' PROJECT ACTIVITY IN METHODOLOGY CLASSES OF THE TECHNOLOGY EDUCATION FIELD

Abstract

Abstract. The article is devoted to a theoretical and methodological analysis of the specific features of organizing and implementing project-based learning in the professional training of future primary school teachers within higher education institutions. The relevance of the study is driven by contemporary transformational processes, the modernization of educational standards, and the implementation of the New Ukrainian School concept, all of which require higher education to shape a flexible, practice-oriented specialist with developed project-based thinking.

Based on the analysis of scientific discourse, the forms of implementing project-based learning are systematized depending on the educational context. Project activity is differentiated as a direct teaching method for developing life skills; as an organizational form of students' independent work (term papers, graduation theses, and pedagogical projects); as an effective tool for assessing acquired professional competencies; and as a holistic educational technology for supporting independent activity. It is demonstrated that the integration of project-based learning into the educational process of a higher education institution fundamentally changes the nature of interaction within the «teacher–student» system, transforming it into a plane of equal and productive collaboration.

Special attention in the article is paid to the practical component. The mechanism for coordinating educational content through identifying "points of contact" in work curricula, creating integrated project situations, and engaging future specialists in design activities is described in detail.

The step-by-step technology of a teacher's work is characterized, covering the stages from formulating a catalog of problem-based tasks to the public defense of projects. As an example, the structure and requirements for a pedagogical project in the methodology of the technology education field for second-year students are summarized. Pre-project steps, the logic of goal formulation, and performance criteria are outlined. It is proven that documenting results in an individual portfolio and writing a reflective report contribute to deep self-analysis and the professional development of the future educator in a fluid educational environment. The key role of project-based learning in ensuring that applicants for higher education autonomously master the meta-subject competence of continuous self-development and lifelong learning has been substantiated.