Structural and substantive model of forming project competence of future teachers in university environment

The relevance of the problem under study is associated with an important task of the higher education system, the preparation of future teachers for project activities in an educational institution. A modern teacher should have a wide range of knowledge, skills and abilities in the field of project activities. The purpose of the study is to develop a structural, content model in which key importance is attached to pedagogical conditions as a connecting link in the system of vocational training blocks, it contributes to the formation of project competence of future teachers in university environment. In this model the subject of the research is the model of forming the project competence of future teachers in university environment, which is a combination of the following interrelated blocks: target, technological and effective, including principles and approaches, developed stages and levels of forming the project competence of future teachers, as well as their criteria and indicators. Building a structurally meaningful model allows you to qualitatively analyze and plan the research and the implementation of this process in university practice. The methodological approaches and principles that are the basis of the model, the structure and content of its components reveal the mechanism for the development of project competence of future teachers. Research methods used are generalization, analysis of information, its synthesis and comparison. The theoretical significance of the study lies in the fact that its results enrich the theory and methodology of vocational education in the field of forming the project competence of future teachers; the practical significance lies in the effective formation of the project competence of future teachers in the conditions of the university.