Pedagogical conditions for the formation of future teachers' competence in management of educational projects

Размещено на http://www.allbest.ru/

Pedagogical conditions for the formation of future teachers' competence in management of educational projects

Oleksandr Chernenko

PhD in Pedagogy, Associate Professor,

Associate Professor of the Department of Pedagogy and Special Education Central Ukrainian State University named V. Vynnychenko, Ukraine

Summary

pedagogical conditions project management

The article examines the important issue of developing project management competence in future teachers in the context of modern challenges and the dynamics of higher education development in Ukraine. An analysis of the pedagogical factors influencing the formation of project competence in future teachers is conducted. The important pedagogical aspects that will contribute to the effective formation of project competence are emphasized, in particular the use of interactive teaching methods and modern information technologies in the educational process. The aim of the article was to highlight and scientifically substantiate the pedagogical conditions for developing competence in educational project management in future teachers. As a result of the study, the author identified and characterized in detail the pedagogical conditions for the formation of project competence: the introduction of interactive teaching methods, the use of modern information technologies, involvement in real educational projects, creation of a project- oriented educational environment, and development of partnerships with organizations in the field of project management.

The author's view is substantiated that the implementation of appropriate pedagogical conditions will contribute to the acquisition by future teachers of the necessary knowledge, skills and experience for successful management of educational projects, improving the quality of their professional training and ensuring the sustainable development of educational institutions. Conclusions are made and recommendations for improving the professional training of future teaching staff are provided, and prospects for further research in this direction are identified.

Keywords: educational projects, project management competence, pedagogical conditions, future teachers, professional training.

Problem Statement. In today's context of societal development, globalization processes, and rapid pace of innovative changes, the issue of developing competence in educational project management among future teachers has become particularly relevant. This competence is crucial for enhancing the quality of the educational process and implementing innovative approaches to teaching.

In the context of contemporary challenges and trends in higher education development, driven by globalization processes, rapid advancement of information technologies, and the transition to a digital society, the problem of developing competence in educational project management among future teachers has gained

particular significance. The ability to lead a team towards achieving goals and implementing educational and scientific projects plays a key role in ensuring the competitiveness of future teaching staff, their capability to introduce innovative teaching methods and technologies aimed at improving the educational process and enhancing the quality of educational services. Successful management of educational projects requires teachers to possess well-formed competencies in planning, organizing, monitoring, and evaluating project activities, skills in effectively utilizing modern project management tools, and the ability to establish communication and interaction with all project participants. Consequently, developing competence in educational project management among future teachers necessitates a systematic approach to ensure high-quality professional training of teaching staff capable of successfully implementing innovative approaches in the educational environment and contributing to the sustainable development of educational institutions.

Therefore, identifying the pedagogical conditions that will contribute to the effective formation of this competence is a pressing scientific-pedagogical problem, the resolution of which will have significant implications for the modernization of the professional education system for future teachers.

Analysis of Recent Research and Publications. Scholars have investigated various aspects of developing project management competence in future teachers, including pedagogical conditions, methods, technologies, and have developed relevant models and concepts. Among the scientific works addressing this issue, it is worth mentioning such scholars as: V.Yu. Bykov, S.U. Honcharenko, R.S. Hurevych, V.I. Dovbyshchenko, L.V. Kozak, O.H. Kozlova, T.S. Koroliova, O.M. Makarchuk, O.V. Onopriienko, H.H. Sichkarenko, and others. Among foreign researchers, the works of J. Kaufman, D. Couchen, L. Lyons, J. Lockwood, J. Mackie, P. Matskowski, M. Mesarovic, V. Peltz, K. Robinson, and others deserve attention.

The aim of the article is to highlight and scientifically substantiate the pedagogical conditions for developing competence in educational project management among future teachers.

Main Body. The development of competence in educational project management among future teachers involves acquiring knowledge and skills in planning, organizing, implementing, and evaluating educational projects.

S.V. Kryshtanovych and M.F. Kryshtanovych present an interesting perspective on the essence of "forming pedagogical competence of future teachers," which lies in the purposeful development of knowledge, skills, abilities, and personal qualities necessary for an effective pedagogical process. This means not only mastering academic disciplines but also developing the ability to think critically, emotional intelligence, the capacity for self-education, and maintaining students' learning interest. In this context, the ability to innovate and adapt to changing educational needs and situations plays a crucial role [6].

According to O.M. Marushchak, competence is a holistic quality of an individual that, based on knowledge, skills, abilities, experience, and personal qualities, reflects the desire, readiness, and ability to solve problems and accomplish tasks in real practical activities [8].

Thus, the content of a teacher's professional competence encompasses the formation of both subject and methodological knowledge, as well as professional knowledge (knowledge about the main directions and content of a teacher's work, the essence and characteristics of professional and pedagogical activities, the development of pedagogical and psychological sciences, professional training, etc.) [4, p. 50].

We will provide the author's scheme of the constituent elements of project competence for future teachers (see Fig. 1).

Fig. 1. Constituent elements of project competence of future teachers ^Compiled by the author

Solving this task requires scientific and pedagogical workers to create special pedagogical conditions in institutions of higher education, which will contribute to the effective formation of the specified competence among students.

In pedagogical management there are two levels of management: the head of the educational institution and the teacher. The activity of the head is aimed at creating conditions for the effective functioning and development of the entire educational system of the institution; the task of the teacher-manager is the organization of educational work to develop cognitive activity and the formation of the student's personality [3].

It is essential to pay attention to integrating project management skills in education and their importance in student development and career readiness. A recent study highlights the benefits of project management skills, including enhanced problem-solving, decision-making, and collaborative abilities among students when they participate in project management studies and work through a set of project management cases [10].

Project management education is defined here as education aiming to (better) prepare students for the role of project manager. Project management methods and/or skills are specifically identified as learning outcomes. It can have different forms: a specific part of the curriculum is designed for project management (like a specific course), but project management could also be one of multiple learning outcomes in a course. It could have the form of a theoretical exploration of the subject, research into specific parts or even a specific exercise aimed at a specific skill [5, p. 106].

The relevance of the research problem regarding the creation of pedagogical conditions for the formation of competence in educational project management among future teachers is driven by a number of pedagogical factors:

The need to modernize the national system of higher education in accordance with the requirements of modern society, to activate knowledge and develop competencies in future teachers that will ensure their competitiveness in the labor market.

The need to train teachers capable of effectively managing educational projects aimed at improving the educational process, introducing innovative technologies, and enhancing the quality of education.

The necessity to use interactive teaching methods and modern information technologies in the process of developing competence in educational project management among future teachers, which will contribute to improving their professional training and ensure the acquisition of practical project management skills.

In our opinion, important pedagogical aspects of developing competence in educational project management among future teachers involve the use of interactive teaching methods and modern information technologies.

The use of interactive teaching methods, such as the case method, projectbased learning, educational business games, training sessions, etc., will allow future teachers to gain practical experience in managing educational projects in conditions as close to reality as possible.

The application of modern information technologies, including specialized project management software, will ensure the development of skills in using innovative tools for effective planning, monitoring, and controlling the implementation of educational projects among future teachers.

Problem-based learning methods and the project method, which are carried out in production settings, play an important role in this process. During the implementation of such projects, key competencies are formed, aimed not only at acquiring knowledge, skills, and abilities, personal development and upbringing, gaining experience in future professional activities, but also at achieving high-quality professional training for future specialists. Forms of project implementation during classes with students to obtain practical work experience in the relevant field can include training sessions, laboratory workshops, and practical training in production settings [9, р. 193].

Thus, the selection of pedagogical conditions for the formation of competence in educational project management among future teachers is necessary to improve the quality of teacher training, enabling them to effectively implement innovative approaches in the educational process and ensure the sustainable development of educational institutions.

The very range of educational and teaching-upbringing problems covered implies different approaches to interpreting the concept of "pedagogical conditions." They are considered as: a) A set of interrelated prerequisites, primarily material and technical, personnel, organizational and technological, information support; b) Circumstances of the teaching and upbringing process that ensure the achievement of set educational goals; c) Effective internal factors of the educational environment (educational system); d) Organizational (organizational and managerial) resources and measures [7, p. 9].

O.E. Antonova points out that there should be purposeful work by the school administration, manifested in the creation of necessary pedagogical conditions for the development of teachers' creative abilities (psychological climate in the team, material base, development and practical implementation of pedagogical workshop projects, stimulation of creatively working teachers, free time [2].

Pedagogical conditions should ensure the formation and development of professional (practical) skills in students, primarily such as: leadership, team building, work planning, task identification and distribution, resource calculation, etc. This is the focus of Alam, M., Gale, A., Brown, M., & Khan, A. I. [1 ].

As a result of the conducted research, we have identified and substantiated the pedagogical conditions for the formation of competence in educational project management among future teachers, in particular:

Introduction of interactive teaching methods focused on the formation of competence in educational project management into the educational process.

Among such methods, we can highlight:

Case method (studying real situations in educational project management and finding optimal solutions, analyzing best practices of well-known business companies).

Project-based learning (implementation of educational projects aimed at developing practical project management skills).

Project management trainings (implementation of simulation and

educational mini-projects, building computer models).

Educational business games (simulation of the educational project

management process, team building).

Use of modern information technologies and specialized project management software.

The application of such tools as Microsoft Project, Trello, Asana, etc., will allow future teachers to acquire practical skills in planning, monitoring, and controlling the implementation of educational projects.

Involvement of future teachers in real educational projects being implemented in educational institutions.

Participation in such projects will contribute to the formation of practical experience in managing educational projects in real conditions and will allow the application of acquired theoretical knowledge in practice.

Creation of a project-oriented educational environment in higher education institutions.

This pedagogical condition involves the formation of a project management culture, provision of necessary resources (material, technical, informational, human, intellectual), and creation of favorable conditions for the implementation of educational projects by future teachers.

Development of partnerships between higher education institutions and business organizations working in the field of project management.

Collaboration with such organizations will allow involving experienced project management professionals in the educational process, organizing internships and experience exchange for future teachers.

Thus, the implementation of these pedagogical conditions will contribute to the effective formation of competence in educational project management among future teachers, which is a necessary component of their professional training and a guarantee for the successful implementation of innovative approaches in the educational process.

Conclusions and Prospects for Further Research

It has been established that the formation of competence in educational project management among future teachers is a topical issue, driven by contemporary challenges and trends in higher education development, the need to ensure the competitiveness of teaching staff, and the introduction of innovative approaches into the educational process.

The pedagogical conditions for the effective formation of competence in educational project management among future teachers have been identified and substantiated, namely: the introduction of interactive teaching methods, the use of modern information technologies, involvement in real educational projects, the creation of a project-oriented educational environment, and the development of partnerships with organizations in the field of project management.

The implementation of the identified pedagogical conditions will contribute to the acquisition of necessary knowledge, skills, and practical experience by future teachers for successful planning, organization, implementation, and evaluation of educational projects, which is the key to improving the quality of their professional training and ensuring the sustainable development of educational institutions.

Prospects for further research may include: the development of educational and methodological support for the effective implementation of the defined pedagogical conditions in the process of professional training of future teachers; experimental verification of the effectiveness of the proposed pedagogical conditions for the formation of competence in educational project management among future teachers.

Thus, the conducted research opens up prospects for further scientific investigations in the direction of improving the professional training of teaching staff capable of effectively implementing educational projects and ensuring the innovative development of the education system.

References

Alam, M., Gale, A., Brown, M., & Khan, A. I. (2010). The importance of human skills in project management professional development. International Journal of Managing Projects in Business, № 3(3), Рр. 49-58.

Antonova, O.Ye. (2017). Pedagogical conditions for preparing a teacher for creative

professional activity. In O.A. Dubasenyuk (Ed.), Theoretical and methodological foundations for the development and self-improvement of the personality of an innovative teacher in the context of modernization of the new Ukrainian school (Pp. 3441). Zhytomyr: Evenok O.O. Publishing House. URL:

https://core.ac.Uk/download/pdf/154897732.pdf.

Chechelashvili, M., Ghambashidze, T., & Lazviashvili, N. (2023). About educational project management. The modern vector of the development of science. IX international scientific conference. Philadelphia. USA. (09-10.11.2023), Volume 9, Pp. 27-34.

Dudnik, A.O. (2014). Pedagogical conditions for preparing future primary school teachers for organizing group forms of cognitive activity. Pedagogy of Higher and Secondary School, № 41, Pp. 49-54.

Exploring Project Management Education. (2023). European Journal of Social Science

Education and Research, № 10(4), Pp. 105-136. URL:

https://doi.org/10.26417/ejser.v9i1.p44-61.

Kryshtanovich, S.V., & Kryshtanovich, M.F. (2023). Pedagogical conditions for the

formation of pedagogical competence of future teachers in the process of blended learning in a higher education institution. Academic Visions, № 25. URL: https://academy- vision.org/index.php/av/article/view/717.

Lytvyn, A.V. (2018). Methodological foundations of the concept of "pedagogical conditions." Lviv: LDUBZHD. 88 p.

Marushchak, O.M. (2016). The concept of competence in pedagogical activity. Creative Pedagogy, № 11, Pp. 97-108.

Nychkalo, N.H., Hurevych, R.S., Kademiia, M.Yu., Kobysia, A.P., Kobysia, V.M., &

Hordiichuk, H.B. (2021). Formation of professional competence of future teachers of vocational training in the conditions of dual education by means of computer-oriented technologies. Information Technologies and Learning Tools, № 85(5), Pp. 189-207.

Project Managment in the Education Industry. (n.d.). URL:

https://www.projectmanagement.com/blog-post/76460/project-managment-in-the- education-industry#_=_.

Размещено на Allbest.ru