Innovative-cognitive component of the vocational teacher project culture

Кравець, С.Г. (orcid.org/0000-0002-8878-6241) (2023) Innovative-cognitive component of the vocational teacher project culture . Посвіт, м. Конін, Польща – м. Ужгород, Україна – м. Перемишль, Польща – м. Херсон, Україна, pp. 82-91.

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Abstract

Modern reforms in the professional education system emphasize the importance of developing a project culture in vocational teachers, which enables innovative transformation of reality at the personal and social levels through project-based activities. The development of a project culture in vocational teacher is based on understanding the cultural heritage of the past and using the best pedagogical practices in designing contemporary professional education in the context of the sociocultural context. To improve their own project culture, a vocational teacher must systematically master new knowledge and experience, which is defined in the structure of the studied concept by the innovative-cognitive component. It is substantiated that the innovative-cognitive component of the project culture of a vocational teacher integrates the content of basic professional knowledge (requirements for planning and implementing the educational process; methods and forms of self-education activities; content and types of methodological work; essence and types of experimental work; types, forms, and methods of career guidance work; features and prospects of career development in the field; criteria and ways of diagnosing professional development); professional knowledge regarding project-based activities (the essence, methods, and stages of project-based activities; regulatory and methodological documents for the development of professional and educational standards/programs for professions/specialties; algorithms for designing teaching and upbringing methods; requirements for designing innovative educational (pedagogical and teaching) technologies; grant programs, national and international projects in the field of education and partnership; the procedure for preparing documentation for participation in projects in the field of education and partnership) and innovative knowledge about project organization and management (project pedagogical management, fundraising, networking, partnership and standardization, pedagogical marketing, educational logistics, monitoring, etc.).

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