Abstract
Formation of project culture contributes to improving the training of qualified pedagogues, competitive and in demand in the labor market. In this regard, this article reveals the pedagogical model that would allow taking into account modern realities effectively shaping project culture of the future pedagogue. Major approaches to the study of this problem were the personality-centered and system approaches, which allows you to create a symbiosis of project culture the future pedagogue with the integration of a technocratic and humane, research and prediction, information and educational and socio-conversion started project activities. Features of the model of formation of project culture of the future pedagogue are in combination offered by the authors of the functional components (information, procedural, emotional and resultative) and technologies formation of project culture represented in the model of four blocks (motivational target, intellectual and substantive, organizational-activity and reflective-evaluative). Materials of this article can be useful for the management and staff of higher vocational education institutions, also for researchers concerned with the formation project culture of teachers and students.
Highlights
The ongoing process of globalization of cultural and educational space, part of which are integrative processes, carry a great potential for the development of humanitarian education in our country
Features of the model of formation of project culture of the future pedagogue are in combination offered by the authors of the functional components and technologies formation of project culture represented in the model of four blocks
Pedagogical model constructed on the basis social demand of society in the training of the pedagogue, the requirements of the federal state standard to the level of education and vocational training pedagogues and included: the functional components of the project culture of the pedagogue, forming technology of project culture pedagogue and subsystem analysis and correction system
Summary
The ongoing process of globalization of cultural and educational space, part of which are integrative processes, carry a great potential for the development of humanitarian education in our country. Prospects for updating it makes strongly the task of preparing a professional capable of designing their own activities in different socio-cultural situations, ready to find approaches for solutions to problems arising independently of the particular circumstances, to develop a specific strategy of professional thinking, behavior and activity. In the modern technocratic society, whose development is characterized by extraordinary mobility, variability, project type of culture begins to dominate, becoming one of the central mechanisms of the future-creating, discovering at the same time universal and synthetic nature of the project activities, which traces compound technocratic and humane, research and prediction, information educational and socio-conversion began, and this leads to that of each educator is necessary to master project activity in its different versions (Filimonyuk, 2008; Shaidullina et al, 2015)
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