Abstract
Purpose of the study: The aim of work is to know how the project activity development dynamics of first-year students of psychological and pedagogical departments could be arranged and prove suggestions of project activity development levels: reproductive, productive, constructive. Methodology: The content analysis method was used which collect data associates with the student's ability to project activities. Main Findings: The work describes results of forming experiment in which seventy-six first-year students of the Institute of Psychology and Pedagogy of Siberian Federal University took part, including 52 people from two experimental groups of psychology-pedagogy occupation and 24 persons from the control group of pedagogy occupation. The results show that the progress in project activity development of experimental group students is vastly different from progress in project activity development of control group students. Applications of this study: Theoretically grounded principles of the organization of the project activities of students in the article can be the basis for the development of specific methods for their implementation in practice. The development levels of project activities — reproductive, productive, and constructive — can be used to monitor the professional competencies of humanitarian students. Novelty/Originality of this study: the article proposes a system for organizing educational and professional activities of a student to build a transition from a student's activity according to a rigid, non-varied plan to a flexible, variable pedagogical project based on the principles of development. This opens up the possibility of becoming a dialogic type of student professionalism already in the process of its preparation.
Highlights
In the year 2014, the Ministry of Education and Science of the Russian Federation launched a large all-Russian experiment for the development and implementation of applied Bachelor’s degree programmes at higher education institutions
“a graduate of a pedagogical occupation should be completely ready to carry out his/her professional activities at class in accordance to the structure and content of the job functions listed in the professional standard”[1].It is an acute problem for each institution of higher professional education to develop its own system of academic and professional activities for students on the basis of the job functions listed in the standards, for the students to explore and acquire knowledge being the foundation of their professional development
The analysis of works by Russian researchers [2, 3, 4, 5,6, 7, 8] as well as the Federal State Education Standard for Primary General Education has proved that it is the project activity of the teacher that ensures the development of students, not the application of pre-set methods and academic plans
Summary
In the year 2014, the Ministry of Education and Science of the Russian Federation launched a large all-Russian experiment for the development and implementation of applied Bachelor’s degree programmes at higher education institutions. It means that for the students to discover new academic knowledge instead of digestion and reproduction of ready, development and testing of the academic activity scenarios by the teachers is required. In order to detect the faults of the initial seminar plan and to reconstruct the basis of pedagogical activity formulated by the students, the teacher needs to act as an activity approach expert who in the process of communication explains the open pedagogical activity principles, i.e. the essence of dialogic, variative, prognostic, reflective, concept-based actions. The principles of pedagogical project activities discovered by the students in cooperation with the teacher can be classified as follows: principle of trial activity handling: transformation of a target into a method and back (reflective conversion) as a way of transition from comprehension and interpretation of certain processes to implementation and practical control of the processes and back. In order to measure quality and quantity of student’s project activity development depending on seminar organisation, it is necessary to discuss the theory and empirical evidence of construct such as project activity development and seminar organisation model
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