ЗМІСТ ТА СТРУКТУРА ПРОЕКТНОЇ КУЛЬТУРИ МАЙБУТНЬОГО ПЕДАГОГА

Abstract

Ukraine's entry into the single European educational space with the aim of solving general economic problems by improving the quality of higher education is a prerequisite for expanding contacts of specialists with foreign partners, developing joint projects, which requires not only socio-professional competence from a specialist, but also project culture. The problem of forming a project culture is relevant for the education system, as it is, by its very nature, progressive, practice-oriented, culturally appropriate and contributes to the formation of subjects of the educational process. The formation of project culture helps to improve the training of a qualified teacher who is competitive and in demand in the labor market. In this regard, this article reveals a structural and functional model that would effectively implement the formation of the project culture of the future teacher, taking into account modern realities. The leading approaches to the study of this problem are knowledge-oriented, personality-oriented and systemic, the integrated application of which allows to form the project culture of the future teacher. The peculiarities of the model of forming the project culture of the future teacher are in the combination of the proposed components and technology of forming the project culture. The teacher's project culture is the most important problem of humanitarian culture in modern society. Currently, its development does not meet the requirements for the formation of a new type of professionalism of teaching staff. The project culture of the teacher, as the most important component of a new type of pedagogical professionalism, is the fundamental basis for theoretical modeling, conceptualization, technologization and practical-project activity in the new reality of education, which is emerging on the basis of social construction (so far with the help of the mechanism of typification, but it would be desirable with the help of mechanisms of institutionalization and legitimation), in our country. This circumstance is dictated by the realities of today's and the potential situation that is emerging at the current historical stage of the development of our society and the mission of education in it.