Project culture of students – future teachers

Анотація

Contemporary pedagogical science increasingly turns its attention to the issue of developing the project culture of students in pedagogical fields. The significance of this problem arises from the shift in higher education from reproductive models of learning toward practice-oriented and research-based approaches, where project activity occupies a central position. For a prospective teacher, proficiency in project methods becomes not merely a professional necessity but also a criterion of readiness for independent inquiry, pedagogical creativity and innovative thinking. The project culture of students – future teachers represents a combination of knowledge, values, attitudes and skills that ensure the ability to plan, implement and evaluate pedagogical projects aimed at solving educational tasks and fostering the development of learners. It comprises four interrelated components: cognitive, motivational-value, operational and reflective. The formation of project culture requires systematic pedagogical work that integrates both traditional and innovative methods of professional training. Contemporary research demonstrates that the use of Project-Based Learning contributes to the development of independence, critical thinking and responsibility among students. In pedagogical education, project culture performs a dual function: first, it shapes the future teacher’s readiness to participate in educational innovations, and second, it prepares them to apply the project method as a means of teaching schoolchildren. The novelty of the article lies in clarifying the content of the concept “project culture of a future teacher” and identifying the pedagogical conditions for its formation in the process of university training. In the modern context, where education is increasingly oriented toward developing 21st-century competencies, project culture becomes a key factor in the professional self-realization of a teacher. It provides the ability to adapt quickly to change, create new educational practices, work in multidisciplinary teams and effectively solve professional tasks. For a modern teacher, project culture is not only the ability to apply the project method but also a professional mindset shaped by research-based thinking, collaboration and continuous self-development. The formation of this culture in the training process of students in pedagogical specialties is a strategic objective directly influencing the quality of future education and the competitiveness of the national system of teacher preparation. Thus, the article reveals the essence of the project culture of students in pedagogical fields, defines its significance for the professional formation of future teachers and emphasizes the need for a comprehensive system of pedagogical support aimed at developing project competencies.