TRANSFORMATION OF ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS FOR TRAINING FUTURE TEACHERS: CHALLENGES OF SCHOOL- BASED PROJECT DESIGN

Abstract

The article analyzes design as a transformative activity aimed at creating or improving objects (whether material or intangible). Within this research context, the project-based learning method is examined as a set of educational and cognitive techniques designed to organize and support students’ individual or group efforts in solving complex, creative cognitive tasks. Emphasis is placed on the advantages of using the project method in education, given that the design process yields an intellectual product characterized by a degree of novelty and practical applicability. The article characterizes school-based project activity as a form of student learning and inquiry that is distinctly practice-oriented and fosters personal development. Based on an understanding of the nature of design and the specific features and benefits of the project method in education, the authors propose organizational and pedagogical conditions for preparing future teachers to facilitate such student projects; the primary condition is the establishment of specialized organizational structures that encourage future educators to engage in practice-oriented project work with schoolchildren.