Project-based learning as a tool of value-meaningful self-determination for future teachers

article describes the project method potentials in pedagogical education for future teachers. The analysis of educational standards reveals some contradictions that inhibit the value-semantic identity of future teachers. The teachers training model is based on activating a future teacher identity. One of the conditions for enhancing identity is the project method. The article describes the project method technology in teachers training and the university educational environment conditions for the implementation of the project method. The positive dynamics of ideas on pedagogical students activities performed in a project method training was revealed during the course of training. In order to clarify the results, a value study was conducted in three groups of young people: future teachers with project method training, acting teachers, and young people not working in the educational field. The results of empirical life values comparison show similar values among future and acting teachers and different values among «pedagogical» and «non-pedagogical» students. This indicates the positive impact of project-oriented education for future teachers on the formation of a specific acting teacher's value system.