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AUTHOR(S): Halyna A. Rusyn, Larysa Y. Piechka, Liudmyla O. Matsuk, Yevheniia Y. Korostelova, Serhii P. Stetsyk
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TITLE Efficiency of the Project Method in the Development of Professional Competencies in Future Teachers |
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ABSTRACT The article considers the implementation of project methods in the training of future teachers. The special role of the project method in the development of professional competencies of future educators is noted. The aim is to study the effectiveness of the project method in the development of professional competencies of future educators. The study involved the survey method, the method of synthesis and analysis, Delphi technique. The chi-squared test, contingency test and the Pearson correlation coefficient were used to calculate the results of the study. The results of the study showed high level 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 development of the professional competencies of future teachers. Together with traditional teaching methods, the project method is an effective tool for training future teachers. We state that the reliability of the obtained results is proved by the chi-squared test. Its level is 0.01, which allows concluding on the reasonability of applying the proposed project model. The analysis of the obtained results was followed by the establishment of expediency of applying the project method in the training of future teachers. Further research will be aimed at finding optimal forms of using various pedagogical technologies to increase the level of competencies of future educators. |
KEYWORDS Development of competencies, modern education, pedagogical education, professional competencies, project method |
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Cite this paper Halyna A. Rusyn, Larysa Y. Piechka, Liudmyla O. Matsuk, Yevheniia Y. Korostelova, Serhii P. Stetsyk. (2022) Efficiency of the Project Method in the Development of Professional Competencies in Future Teachers. International Journal of Education and Learning Systems, 7, 148-157 |
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