Andragogical features of lecturers’ training in project technologies

Adult education requires a special approach to learning material delivery as it includes practical life skills and knowledge. Modern lecturers rely heavily on various project-based case studies. That is why it is very critical to find out what an andragogy instructor should pay attention to when teaching project-based technology. The purpose of this study is to define the specific characteristics of a project-based technology in lecturer training. The authors believe that within the acmeological approach, a project-based activity is determined as a focus on professional achievements by completing certain tasks and achieving results as a final product. The paper gives a brief review of the concept of project technology based on various researches and studies, shows a process of a project-based learning. Some characteristics of the adult education are identified on the basis of the principles of activeness, creativity, representation and the practice-centered principle. The distinctive features are as follows: theoretical training based on practical material; the reflective component that allows lecturers to re-evaluate their professional experience (the reflection of the work performed and final results help the lecturer evaluate the gained knowledge and translate it into his/her professional experience); promotion of positive emotions from a particular result upon completing any project. Thus, in adult education, the didactic focus is shifted to practicality and reflection in a group setting.