PROJECT-BASED LEARNING AS A MEANS OF ORGANIZING THE INDEPENDENT WORK OF FUTURE TECHNOLOGY TEACHERS IN THE PROCESS OF STUDYING PROFESSIONAL DISCIPLINES

• Natalia Symonovych

  Rivne State University for the Humanities

  https://orcid.org/0000-0002-3384-5152

• Olena Shuryn

  Rivne State University for the Humanities

  https://orcid.org/0000-0002-8804-7860

• Volodymyr Trofimchuk

  Rivne State University for the Humanities

The article reveals the essence of independent work of students as an important pedagogical phenomenon and substantiates the expediency of using project-based learning in organizing the independent work of future technology teachers during the study of professional disciplines. Scientific approaches to the interpretation of the concept of “independent work” are analyzed, its main characteristics, structural components, and pedagogical conditions for effective organization are identified. It is emphasized that independent work is not only a form of organizing educational activity, but also a means of developing students’ autonomy, responsibility, critical thinking, creativity, and professional self-improvement.

The essence of project-based learning is characterized as a pedagogical technology grounded in the active independent activity of students in the process of solving practical and research tasks and creating a specific educational product. The main advantages of project activity in the professional training of future technology teachers are identified, including the development of research, communication, organizational, and design skills, the ability to integrate theoretical knowledge with practical activity, work in teams, and use modern digital technologies.

The article also clarifies the essence of the concept of “professional disciplines” in the training of future technology teachers and provides examples of project-oriented tasks aimed at organizing students’ independent work while studying professional-cycle disciplines, including “Computer Graphics,” “Fundamentals of Production,” “Machine Science,” “Theory and Methods of Teaching Technologies,” and others. It is proved that the use of project-based learning contributes to the formation of professional competence in future teachers, increases learning motivation, and ensures the practical orientation of the educational process within the framework of the New Ukrainian School.

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