Revista
de la
Universidad
del Zulia
Fundada en 1947
por el Dr. Jesús Enrique Lossada
NÚMERO ESPECIAL
DEPÓSITO LEGAL ZU2020000153
Esta publicación científica en formato digital
es continuidad de la revista impresa
ISSN 0041-8811
E-ISSN 2665-0428
Ciencias
de la
Educación
Año 12 N° 35
Noviembre - 2021
Tercera Época
Maracaibo-Venezuela
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Efficiency of the project method in the development of professional
competencies in future teachers
Halyna A. Rusyn*
Viktoriia V. Stynska **
Liudmyla O. Matsuk***
Yevheniia Y. Korostelova****
Serhii P. Stetsyk*****
ABSTRACT
The objective is to study the effectiveness of the project method in the formation of professional
competencies of future employees in the field of education. Methods: surveys and questionnaires,
methods of remote collection and processing of information (GOOGLE Forms) the main methods
used in the study were the method of questionnaires, the method of synthesis and analysis, the
method of expert evaluations. The chi-square criterion, the feature combination criterion, and
Pearson's correlation coefficient were used to calculate the results of the study. Results: The results
of the study showed high indicators of the level of formation of students' subjectivity when using the
project method in both the main and control groups. The introduction of the project method has an
unconditional favourable effect in the process of forming the professional competencies of future
teachers. Together with traditional teaching methods, the project method is an effective tool for
training future teachers. It is stated that the reliability of the obtained results is proved by the chi-
square criterion. Its level is 0.01, on the basis of which it can be concluded that the proposed model
is appropriate. Conclusion: Thus, after the analysis of the obtained results, the expediency of
applying the project method in the training of future teachers was established.
KEYWORDS: project method; professional competencies; development of competencies;
pedagogical education; modern education.
*Department of Pedagogy of Primary Education, Vasyl Stefanyk Precarpathian National University, Ivano-
Frankivsk, Ukraine. ORCID: https://orcid.org/0000-0001-9601-5466. E-mail: hrusyn643@gmail.com
** Department of Pedagogy and Educational Management after Bohdan Stuparyk, Vasyl Stefanyk
Precarpathian National University, Ivano-Frankivsk, Ukraine. ORCID: https://orcid.org/0000-0003-0555-
3205. E-mail: viktoriya.stynska1984@pnu.edu.ua
***Department of Theory and Methods of Preschool and Special Education, Faculty of Pedagogy, Vasyl
Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine. ORCID: https://orcid.org/0000-
0003-0472-6813. E-mail: plo4547@ukr.net
****Department of Theory and Methods of Teaching Physics and Astronomy, Faculty of Physics and
Mathematics, National Pedagogical Dragomanov University, Kyiv, Ukraine. ORCID: https://orcid.org/0000-
0001-8355-9122. E-mail: 502fizykaa@gmail.com
*****Department of Theory and Methods of Teaching Physics and Astronomy, Faculty of Physics and
Mathematics, National Pedagogical Dragomanov University, Kyiv, Ukraine. ORCID: https://orcid.org/0000-
0002-5668-6182. E-mail: serhiistet@gmail.com
Recibido: 02/08/2021 Aceptado: 05/10/2021
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Eficiencia del método de proyecto en el desarrollo de competencias
profesionales en futuros profesores
ABSTRACT
El objetivo es estudiar la efectividad del método de proyectos en la formación de
competencias profesionales de los futuros empleados en el campo de la educación. Métodos:
encuestas y cuestionarios, métodos de recolección remota y procesamiento de información
(GOOGLE Forms), los principales métodos utilizados en el estudio fueron el método de
cuestionarios, el método de síntesis y análisis, el método de evaluaciones de expertos. El
criterio de chi-cuadrado, el criterio de combinación de características y el coeficiente de
correlación de Pearson se utilizaron para calcular los resultados del estudio. Resultados: Los
resultados del estudio arrojaron altos indicadores del nivel de formación de la subjetividad de
los estudiantes al utilizar el método de proyectos tanto en el grupo principal como en el de
control. La introducción del método de proyectos tiene un efecto favorable incondicional en
el proceso de formación de las competencias profesionales de los futuros profesores. Junto
con los métodos de enseñanza tradicionales, el método de proyectos es una herramienta
eficaz para la formación de futuros profesores. Afirmamos que la fiabilidad de los resultados
obtenidos se prueba mediante el criterio de chi-cuadrado. Su nivel es 0.01, en base a lo cual
podemos concluir que el modelo propuesto es apropiado. Conclusión: Así, luego del análisis
de los resultados obtenidos, se estableció la conveniencia de aplicar el método de proyectos
en la formación de futuros docentes.
PALABRAS CLAVE: método de proyecto; competencias profesionales; desarrollo de
competencias; educación pedagógica; educación moderna.
Introduction
The relevance of the study is due to the transition of the country's economy to an
innovative path of development. Strategic tasks of modernization of the system of vocational
education and development of human resources include the priority task of formation of
competences of innovative activity in university graduates. This ability and readiness for
continuing education should be the key to the formation of professional competencies.
Systematic self-improvement, professional mobility, the ability to think critically, creativity,
entrepreneurship, the ability to work independently, willingness to work in a team and a
highly competitive environment should be the competencies that distinguish a true
professional. The success of the introduction of innovations in education largely depends on
the readiness of teachers (Ismailova et al., 2020c). New conditions, updated content of
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education, innovative forms and methods of teaching, growing demands on the quality of
knowledge, complicated forms of organisation of classes — all this inevitably requires and
entails increasing professional competence and forming the readiness of future teachers for
their professional activities (Ismailova et al., 2020a).
Competentia (Latin) is a range of issues which a person knows well, has expertise and
experience. A person competent in a certain field has special knowledge and abilities that
allow him/her to reasonably judge this area and act effectively in it. The professional
competencies are developed through the content of education, which includes not only the
list of subjects, but also professional skills and abilities that are developed in the course of
mastering the subject, as well as through active student position in various spheres of life
(Ismailova et al., 2020a).
It is impossible to achieve a new quality of education (new educational outcomes that
meet the needs of society) by increasing the amount of knowledge and even by changing the
content of knowledge in certain subjects. Another way is to change the nature of the
connections and relationships between the subjects and to change the nature of the
connections and relationships between the participants in the learning process itself. The
development of competencies is inextricably linked to the experience of successful activities.
Therefore, it is advisable to organise learning and research work of students, the use of
business, role-playing, simulation games in the creative independent work of students (Lee
et al., 2021).
There following abilities are of great importance for future teachers: the ability to
search, analyse, interpret scientific information and adapt it to their teaching activities, use
professional databases; apply the achievements of domestic and foreign science and
educational practice in their teaching activities; organise research and project activities of
students; knowledge of legal, psychological, pedagogical, project, methodical, organisational
and managerial means of conducting research; mastery of scientific and professional oral and
written communication techniques (Khimmataliev et al., 2021a). The organisation of
research, creative and independent activities of students in specialized subjects, elective
subjects can facilitate the acquisition of these skills and abilities (Ellingsen, et al., 2021).
Research activity ranks one of the first both in-class and out of it, it is attributed to
learning technology. It promotes the development of critical thinking, creative and
communicative abilities of the individual, the ability to set goals and determine ways to
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implement them. Students are engaged in research activities in the course of the project
implementation within a particular subject (Bazeliuk et al., 2018).
The project method is the main modern method of teaching. The project method and
its elements are an effective interactive teaching method. Interactive teaching methods are
understood as all types of activities that require a creative approach to the material and
provide conditions for the fulfilment of each student’s potential. Interactive (“inter” is
mutual, “act” is to act) means to interact, to carry on a conversation, dialogue with anyone.
In contrast to active methods, interactive ones are focused on the wider interaction of
students not only with the teacher, but also with each other and on the dominance of student
activity in the learning process (Záhorec et al., 2020).
The project method involves solving a particular problem, and leads to a specific
practical or theoretically significant result, the product. The project method involves the use
of a combination of different teaching methods and tools, as well as combining knowledge
and skills from different fields of science, creativity, engineering and technology. A
completely natural integration is achieved. But the project method is also aimed at acquiring
new knowledge in the course of research (Flores-Lueg & Roig-Vila, 2019).
The project method is always focused on the independent activities of students:
individual, pair, group, which they perform over a period of time. Students single out a
significant research problem or assignment that requires complex knowledge, research;
advancing and testing the hypothesis for its solution/completion. Students enter the
discussion; collect, arrange and analyse the obtained results, discuss research methods, draw
conclusions, put forward new research problems, choose the form of presentation of results
(Varela-Ordorica & Valenzuela-González, 2020).
Project activity becomes more important in the course of professional development of
future teachers due to the mastery of active ways of action, their acquisition of not only
personal qualities such as independence, focus, but also planning skills: goal setting,
reflection, control and evaluation of their own activities. For a project to be successful, the
group must have a positive relationship between students (Pérez-Ordás et al., 2021). These
are just those personal qualities which make the successful implementation of the project
possible and which need to be developed: mutual understanding, mutual respect, mutual
assistance, cooperation, responsibility.
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When considering the main components of the concept of “project activity” in
psychological and pedagogical science, Postholm (2016) concludes that participation in
projects develops research and creative competencies of the individual — the ability to self-
determination and goal setting, orientation in the information space. Admiraal and Hoeksma
(2011) draw attention to the fact that student involvement in project activities allows
establishing an active and independent position that will promote further self-development.
Other personal qualities that are developed when using the project method include:
the ability to work in a team, respect for the honour and dignity of the individual, a tolerant
attitude to social, ethnic, religious and cultural differences; goal setting skills; the ability to
take responsibility for the result of the completed assignment. So, personal qualities are the
essence of the general cultural competencies of the future teacher (Bavčević et al., 2018). As
a result of working on the project, the student shall master such skills as formulating a
scientific problem; adequate selection of tools and methods for competing the assignments;
use of different methods to collect information; mastery of techniques for processing results
and their interpretation; drawing substantiated conclusions based on research results and
their presentation (Cebrián et al., 2020).
The initial level of training should rather maintain a disciplinary structure, while
knowledge and skills will also be assessed according to the descriptors of competencies at
the level of subjects. Today’s popular tests, cases and assignments are more suitable for this
level as assessment tools. But the principles of gradual formation of competencies and
independence of assessment should be traced here as well. Therefore, teachers of the second
level of education should assess knowledge and skills, and also participate in the
development of assessment materials. After all, in fact, they are “orderers” of the knowledge
and skills that will be needed for training at the next level, including for the development of
educational and proto-professional projects. Otherwise, the level of students’ skills necessary
for project development will be insufficient, those skills shall be formed during the study of
previous subjects (Table 1).
The aim of the article is to study the theoretical and practical aspects of the
effectiveness of the project method in the development of professional competencies in future
teachers. The aim involved the following research objectives:
1. Research of educational practices of application of the project method.
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2. Research of efficiency of the project method in the development of professional
qualities in future teachers.
Table 1. The main elements of the system of training and assessment of competencies
Levels by
type of
training
Subject of
assessment
Forms of assessment
Persons to
be
assessed
Disciplinary
Knowledge, skills,
abilities in
accordance with the
descriptors of
competencies
Traditional
Second-
level
teachers
Modular
and project
Indicators of
achievement of
competencies
Score and rating
Third-
level
teachers
Professional
and project
Professional
competencies
Need further research;
formalised results are
not reflected in the
graduate’s documents
now
Employers
Source: Ellingsen et al. (2021).
1. Literature review
Mastering the technology of project activities also affects the motivation of future
teachers: to solve a specific problem they have to gain knowledge; besides, project activities
allow revealing their creative potential. Project work allows students to combine theoretical
knowledge with practice, and creativity — with research. Creative self-fulfilment, which is
facilitated by the assignment, finds personal meaning for students. Çetin (2021) understands
project activity as a form of learning, notes its main indicators, such as the psychological new
formations that are developed at a certain age, accounting for leading activities of a certain
age, spontaneity or purposefulness of content and methods of leading activities, their
relationship with other activities, a system of methods to determine the levels of relevant new
formations, the nature of the relationship of these levels with the ways of organising leading
activities and other related activities.
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Examining the project characteristics, Pöntinen and Räty-Záborszky (2020) note its
distinctive feature from “pseudo-project”, specifying that the need to choose a project as a
form of activity arises when its participants are aware of the need for something, and those
who have this need do not know what exactly they need to do and how, therefore, the
scholars understand the project as a special way of setting and solving problems (Ismailova
et al., 2020d). According to psychologists, the main mental new formations of adolescence
are cognitive changes, the desire to organise educational and professional activities, the
process of building self-awareness and building relationships with others (Hüttel & Gnaur,
2017).
The studies of Bernate and Vargas (2020) deal with the emergence of an individual
style of mental activity, and the possibility of intellectual advancement of the individual is
provided through the development of learning skills in organising work with educational and
scientific literature, formal and logical operations. Shuhailo and Derkach (2021) consider the
project training for engineering students majoring in Textile Technology and Design. In the
works of Fomina et al. (2020), interactive learning is considered as a means of developing
professional competencies in the context of digitalisation of education. Requies et al. (2018)
consider the evolution of project-based learning in small groups in Environmental
Engineering courses. The article by Sadrina et al. (2018) examines project-based learning
assessment in Malaysia.
Silva et al. (2018) consider joint learning involving projects focused on sustainable
development. In their article, Khimmataliev et al. (2021b) consider the case-study method in
training of students. Ismailova et al. (2020d) focus in their work on the development of
students’ learning activities in the context of educational mobilisation. Ismailova et al.
(2020b) consider an integrative approach to designing the content of vocational secondary
education.
2. Methods
Research papers which revealed the pedagogical potential of project activities were
the theoretical and methodological background of the study. The works of Ellingsen et al.
(2021) deal with the forms of project activity. Methods used in the study: generalisation,
analysis and synthesis of information, comparison, survey, Delphi technique. Having
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analysed the research of foreign and Ukrainian authors, we revealed the essence, purpose of
project activity, the forms of project activity which can be applied in pedagogical higher
educational institutions (HEIs) and develop personal and professional qualities of future
teachers. The methodological background of the study are the ideas of developmental
learning, on the basis of which the project activities of future teachers are considered as a
form of learning; activity approach aimed at developing the abilities, personality traits
necessary for the implementation of project activities.
The summative stage involved the theoretical analysis of students’ features acquired
after work on educational projects on the major. Based on the information presented in 42
features and the assessments given to future teachers, the peculiarities have been identified
that are of great importance in the study (Ellingsen et al., 2021).
2.1. Objectives
To experimentally test the effectiveness of the project method of developing the
professional competencies in future teachers.
2.2. Sample
Active and purposeful intervention in the educational process through the
implementation of the developed model, creating special controlled conditions for its
implementation, recording changes in the properties or qualities of the considered objects
determines the applied method of empirical research, such as pedagogical experiment. The
experiment is carried out within the real pedagogical process, so it belongs to the natural
type of experiments. It should be noted that the experimental work involved 378 students,
which corresponds to the term “research work”. The participants of the experiment were
selected from among the students of pedagogical faculties from 2 to 5 years of study of Borys
Grinchenko Kyiv University, which allowed to obtain objective and reliable results of the
study. The study was conducted through a survey (Sugiyono, 2018) using Google Forms.
2.3. Methods
1. The chi-squared test was calculated by the formula:
x
2
= (f
1
– f
2
)
2
/(f
1
+ f
2
) (1)
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where f
1
і f
2
— the frequencies of the compared samples.
2. The contingency test if related with chi-squared test the following way:
С =
√
x
2
x
2
+n
(2)
3. Pearson’s correlation coefficient is found using the formula:
r
xy
=
∑ (
x
i
−ẍ
)
∗(y
i
−ẏ)
√
∑ (
x
i
−x
̈)
2
∗
∑
(y
i
−y
̇
)
2
(3)
where х
і
— the value of variable X; y
i
— the value of variable Y; ẍ — mean for the
variable X; ẏ — mean for the variable Y.
2.4. Instruments
Google Forms were used for the survey. Data entry and processing was performed
using SPSS Statistics 16.0. All data are given in absolute (number of choice of answers) and
relative (% of the number of respondents) values.
3. Results
Most of the future teachers (71%) during the implementation of educational projects
were not able to quickly solve problems using equipment and software that was not studied
in the HEI, more than half of students (57%) had difficulties communicating with each other,
could not work well in a team. On average, the quality of students’ professional knowledge
and skills was rated at 3.7 on a five-point scale.
During the conversation with the teachers who supervised educational projects and
with senior students, it was established that the new environment caused by change of the
team, duties, means and technologies of activity in the course of independent work, caused a
lot of difficulties for students. According to the students, they felt “ashamed”, “afraid of
making a mistake or not being competent enough”, “could not formulate their problems”, “did
not know where to get the necessary information”, “could not deal with unfamiliar software”,
etc.
The summative stage involved a survey of second-year students. The questionnaire
includes to identify the reasons for the choice of future teachers of the educational institution
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and major, questions related to students’ understanding of the phrase “project method” and
the qualities that a successful specialist needs, as well as questions aimed at understanding
the features of professional activities of teachers. The results of the questionnaires and
additional clarifying interviews show that the majority of respondents who became students
of the HEI did not focus on their own desires and abilities, but made a choice under the
influence of parents and friends. The percentage of students who have formed a stable
interest in the chosen profession by their age was only 9-15%.
A group of independent and competent experts, consisting of teachers, supervisors
that participated in the experiment, were involved to objectively evaluate the results of the
study. At the summative stage of the research, the levels of the subjectivity of future teachers
and their professional competencies were determined. Figure 1 presents the identified levels
of subjectivity.
Figure 1. The results for the subjectivity level of future teachers (zero slice), %
The comparison of the data of control and experimental groups gave the following
results, corresponding to the level of statistical significance equal to 0.10 (Figure 2).
The obtained results indicate the absence of significant differences in the subjectivity
levels of students in the control and experimental groups at zero slice. The data obtained at
the zero slice show that most students have a low subjectivity level of personality. In addition
to the level of subjectivity of students, it is important for the study to establish the initial
level of elements of professional competencies in students of the studied groups. Here we are
consciously talking about the elements, as in the second year future teachers do not yet have
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Group 9
Group 10
Group 11
Group 12
Group 13
Group 14
Group 15
Group 16
Group` 17
High
Sufficient
Insufficient
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a sufficient level of professional knowledge and skills, as well as a positive experience of their
manifestation, which describes professional competence (Figure 3).
Figure 2. Empirical values of χ
2
of the control and experimental groups
Figure 3. The results for the level of professional mobility in future teachers
When comparing the data of control and experimental groups, we obtained the
following results corresponding to the level of statistical significance equal to 0.10 (Figure
4).
0
0.2
0.4
0.6
0.8
1
1.2
1.4
Groups 1
- 2
Groups 3
- 4
Groups 5
- 6
Groups 7
- 8
Groups 9
- 10
Groups
11 - 12
Groups
13 - 14
Groups
15 - 16
Groups
17 - 18
Obtained value
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
High
Sufficient
Insufficient
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The obtained empirical values of χ2 indicate the absence of significant differences in
the levels of professional competencies in students of control and experimental groups.
Figure 4. Empirical values of χ
2
of control and experimental groups
Pearson’s correlation coefficient was used to measure the strength and direction of the
relationship between the levels of subjectivity and professional competence. At the
summative stage, the values of correlation coefficients r were obtained, which indicate
positive relationships between the students’ subjectivity and their professional
competencies (Figure 5). The values obtained demonstrate a positive relationship between
the subjectivity levels of students and their professional competencies in all studied groups.
Figure 5. Empirical values of Pearson’s correlation coefficient (r)
0
0.2
0.4
0.6
0.8
1
1.2
Groups 1
- 2
Groups 3
- 4
Groups 5
- 6
Groups 7
- 8
Groups 9
- 10
Groups
11 - 12
Groups
13 - 14
Groups
15 - 16
Groups
17 - 18
Obtained value
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
r
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The results of the diagnostic slice show a mostly low level of professional
competencies in students of control and experimental groups. The need to study the
identified problem is confirmed by the need to practice. Thus, according to the results of
surveys conducted as part of the summative stage of the experiment, the importance of
professional competence for future teachers is perceived by the majority of respondents
(about 94%). Unanimity was also expressed on the following:
1) the need to show professional competencies in future teachers appears already in
the period of practice in the specialty, organized on the basis of educational institutions;
2) the educational process of HEIs allows, without making significant changes in it,
accumulating subjective experience of educational activities of future teachers as a factor in
the development of their professional competencies (98% of respondents);
3) insufficient attention is paid to the development of professional competencies in
the process of training future teachers (82% of respondents);
4) teachers involved in the training of future teachers would contribute to the
development of professional competencies in students through the introduction of the
project method, if they had developed and scientifically sound technologies (98% of
respondents).
So, the summative stage of the study provided data on the low level of professional
competencies and subjectivity in future teachers, and identified the reasons why these levels
were insufficient:
1) insufficient focus on the future profession, lack of clear ideas about the features of
future professional activity;
2) lack of clear ideas about the place of competencies in future professional activities;
3) insufficient level of self-organization and self-education skills;
4) lack of communicative experience due to interaction with various subjects of the
educational process;
5) lack of experience in learning information on the subjects not provided for in the
curricula;
6) the lack of systemic and purposeful work on the development of professional
competencies of future teachers in-class, in extracurricular activities, in independent
activities of students.
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The obtained results give grounds for the conclusion about the reasonability of
making changes in the pedagogical process in order to develop professional competencies in
future teachers.
The following scheme (Table 2) was chosen to test the effectiveness of certain
pedagogical conditions for the effective implementation of the project method, taking into
account the available capabilities of the pedagogical process.
Table 2. The scheme of checking the effectiveness of the proposed pedagogical conditions
and their complex
Group
1
2
3
4
5
6
7
8
9
Conditions
1+2
1+3
1+2+3
1
1
2
3
1+2+3
2+3
According to the selected goals, the main objectives of the stage are:
1) determination of the direction of training of experts on general didactic and private
methodical principles taking into account the purposes of a stage;
2) arrangement of the training conditions promoting effective subjective experience
of educational and project activity of students;
3) training of specialists, which ensures the development of students’ value attitude
to active, independent educational and project activities as a prerequisite of success in future
professional activities, organisation of students’ mastery of educational and professional
activities, development of skills of independent educational and project activities of future
teachers;
4) Determining the levels of subjectivity and professional competencies of future
teachers at the end of the adaptation and motivational stage (at the end of the first year of
study);
5) Analysis of the results obtained in order to organise and implement corrective
measures.
The adaptation and motivational stage is characterised to a greater extent by the
subject—object relationship between teacher and student.
Therefore, in the first years of study teachers play the role of mentors, teaching general
subjects and carrying out activities aimed at developing the experience of educational and
project activities and elements of subjective experience.
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This leads to the use of the following methods in this period: persuasive conversations,
persuasive demonstrations, excursions, observations, exercises (practical assignments),
discussions and educational aids: visual (including videos), public resources. During the first
stage of the development of professional competencies the teachers should provide
comprehensive assistance to students in effective adaptation to the educational process,
provide assistance in creating the prerequisites for the ability to organise students’
independent effective educational and professional activities.
The result of the adaptation and motivational stage is:
1) students’ understanding of the content of future professional activity, awareness of
the importance of active, independent educational and project activities;
2) mastering of methods of educational and professional activity by students;
3) experience of independent educational and project activity of students;
4) identification of the level of subjectivity and professional competencies of future
teachers at the end of the adaptation and motivational stage;
5) corrective measures taken.
The traditional education system is focused on mastering the mandatory minimum
content presented in state educational standards. Within this content, students majoring in
pedagogy master classical methodologies, approaches to curriculum development, classical
teaching methods, technologies of organisation of interaction between participants of the
educational process, etc.
4. Discussions
Thus, for the areas of professional training of teachers, whose activities involve
participation in project activities or project management, a system is proposed in which the
project method acts as the main means of learning, and its results — as an assessment tool.
These results are confirmed by international studies by Postholm (2016). Having identified a
product that is not only used for final certification in the HEI as a final result, but can also be
presented to the employer to demonstrate professional training, we determined the
structure, forms of training and basic assessment tools. This is also confirmed by the
materials of the study by Bavčević et al. (2018). Decomposition of competencies can help
determine the structure and content of the educational process, but considering this method
as a basis for assessing the level of competencies, using it to justify the full preservation of
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disciplinary or project approach in education will mean only endless movement in a circle.
Cebrián et al. (2020) and Pöntinen and Räty-Záborszky (2020) expressed the same opinion
in their articles.
The pedagogical principle “from simple to complex”, the movement from knowledge
and skills to competencies should be reflected in the organisational structure of training,
which is proposed to include three levels: higher level — project training with the
development and implementation of professional projects evaluated by employers,
intermediate level — development of training and proto-professional projects, with their
evaluation by top-level teachers and at Ukrainian student rating competitions, initial level
— traditional disciplinary training, with the evaluation and formation of “orders” for the
evaluated product by middle-level teachers. This idea of implementing the project method is
confirmed in the works of Lee et al. (2021), Shuhailo and Derkach (2021).
The main problems of developing professional competence in future teachers were
identified as a result of completing questionnaires, surveys of students and teachers,
interviews with leaders of educational projects. In addition, the analysis of personal data and
the results of surveys showed that teachers and future teachers themselves note the
importance of the project method in acquiring professional competencies of future teachers,
but purposeful work for the development of the studied phenomenon is not conducted in
educational institutions. This is noted by Hüttel and Gnaur (2017) and Sadrina et al. (2018)
in their studies.
The study took into account the gradual development of professional competencies in
future teachers. At each subsequent stage of training, the methods and means of teaching
changed in accordance with the change in the subjective experience of educational and
professional activities of students. This is also reflected in the works of Bernate and Vargas
(2020) and Ismailova et al. (2020d).
Conclusions
The research is topical because the educational process, which is based not on the
logic of the subject, but on the logic of activities that have a personal meaning for the student,
increases his/her motivation in learning; promotes the development of the necessary types of
activities; deep, conscious development of basic knowledge due to their universal use in
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different situations; development of creative potential, communicative skills. The
organisation of research activities of students in the implementation of projects on
specialised subjects — elective subjects — contributes to the effective development of a
number of professional competencies in future teachers.
The development of professional competencies of future teachers was determined at
3 levels (insufficient, sufficient, high); the criteria for assessing the levels of the student’s
subjectivity (his/her activity, independence, responsibility, communication, creativity, self-
organisation and self-assessment skills in educational and professional activities) and his/her
professional mobility (motivational and value, cognitive activity, reflexive evaluation
criteria), as well as evaluation scales were developed. The level of subjectivity and
professional competencies of future teachers was assessed through surveys, observations,
analysis of student’s products of activity, Delphi technique and mathematical statistics.
At the generalising stage of experimental work, the reliability of the obtained results
is proved by the chi-square test (χ
2
) at the level of statistical significance of 0.01. It allowed
drawing a conclusion about the reasonability of applying the proposed project model to
develop professional competencies in future teachers when acquiring subjective experience
of educational and professional activity with all three pedagogical conditions of its effective
functioning.
The research will be a valuable source in the preparation of programmes for the
implementation of project methods in the training of future teachers. Despite the wide
interest in the introduction of innovative methods of education in the development of
professional competencies, the application of the project method remains poorly covered in
the domestic scientific literature. Further prospects for research include finding optimal
mechanisms for implementing the project method in the educational process.
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