Assessing the readiness of a foreman of vocational training for project-based activities in academic process

The study deals with the problem of identifying the level of readiness of secondary vocational trainers for project-based activity. The relevance of this issue is explained by the need to search for new qualitative approaches to help the foremen of vocational training gain professional skills in project-based learning. The purpose of this study is to present the results of an empirical research at the ascertaining stage. The concepts of competence, competency, project skills of a lecturer are defined. The motivational and personal, cognitive, social and legal components are the key elements of a lecturer’s project skills. The study reveals the level of development of each component in foremen of vocational training who have worked for more or less than 5 years in the education sector. This is a significant issue in the professional activity of the foremen of vocational training. Thus, lecturers with more than 5 years of service have knowledge and skills in terms of project-based activities but demonstrate the low personal motivation and an average level of reflexivity. The inexperienced lecturers show the high motivational and personal readiness, the developed reflexivity, and the low cognitive readiness. The research findings may be useful in vocational training of educators or their proficiency enhancement.