ПРОЕКТНА ДІЯЛЬНІСТЬ ЯК ЗАСІБ ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ОБРАЗОТВОРЧОГО МИСТЕЦТВА

Abstract

This article presents the contemporary trends of education system updating and reforming, which are associated with changes in the competence approach in the training of specialists and teachers of fine arts. The historical development of the project method and its application in the training of specialists and teachers is revealed. The author structurally describes the stages of the project activities, which correspond to the general components of the project and are described in the scientific pedagogic literature.The author analyzes a variety of examples of project activities application in the training of specialists of different fields and teachers. The actualization of the projects method in the modern training of pedagogical stuff, whose professional activity has creative origin, makes it possible to look at the project activities as at means of forming the professional competence of future teachers of fine arts in the system of higher pedagogical education. It is emphasized that nowadays, the project training is actual and progressive, as it creates conditions for the disclosure of the students’ creative potential, increases their motivation, and helps to obtain the necessary skills and knowledge, develops their intellectual abilities and forms the professional competence as a competitive specialist of the XXI century. The project activities will ensure the acquisition of professional socially relevant knowledge, skills and abilities that meet the current educational request and the paradigm of personalized learning, because this knowledge and skills allow young professionals to study throughout their lives and successfully pursue their professional activities. The project activities create not only the conditions for acquiring and working out certain knowledge and skills, but also a positive atmosphere during the training process itself. That is why, the project method will be effective in shaping the respect and goodwill of future teachers of fine arts in their profession, which is prerequisite for a modern teacher. On the basis of theoretical analysis, the author emphasizes that the project activities are effective in pedagogical practice as a means of forming the professional competence of future teachers of fine arts and require additional scientific research.