Design-activity component of the vocational teacher project culture

Кравець, С.Г. (orcid.org/0000-0002-8878-6241) (2023) Design-activity component of the vocational teacher project culture . Посвіт, м. Конін, Польща – м. Ужгород, Україна – м. Перемишль, Польща – м. Херсон, Україна, pp. 92-101.

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Abstract

Priority directions for modernizing the contemporary professional education system involve creating new learning models that correspond to technical and technological changes in the economic sectors, are practice-oriented towards the labor market, and are implemented through innovative project-based activities in the educational process. The European integration progress of the professional education sphere is characterized by attracting investments in research projects, establishing international connections, participating in international programs for studying and exchanging experience, and adopting the best pedagogical practices, among other things. Such challenges modify traditional ideal ways of pedagogical activities for vocational training educators and emphasize the importance of developing a project culture for implementing innovative transformative activities in the field of professional education. The activity aspect of expressing a vocational teacher’s project culture is based on the content of the project-activity component, which in the structure of the studied phenomenon implies mastering: research skills in designing pedagogical activities (gnostic, psycho-pedagogical, analytical, expert, diagnostic, prognostic skills/abilities), professional skills/abilities to carry out practical project activities according to the professional standard (managing educational (learning) projects; developing projects of professional and educational standards/programs for professions/specialties; participating in improving legislation and regulatory documents in the field of education; designing teaching and upbringing methods, innovative pedagogical technologies; searching for grant programs of national and international projects in the field of education and partnership; establishing connections and developing cooperation with domestic and foreign partners in the field of education; preparing documentation for participation in projects in the field of education and partnership; implementing national and international projects in the field of education and partnership) and operational skills/abilities to implement purposeful changes through selecting and using appropriate ways, means, forms, and methods of design in standard and non-standard conditions (technological skills, skills in using digital tools and distance technologies, etc.).

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