Project activities of a future teacher

the article is devoted to the study of the issues of project activities of future teachers. The author substantiates the relevance and significance of the research topic. It is noted that in connection with the implementation of one of the largest institutional reforms – the reform of vocational education – in the Russian Federation, in the medium term it will be necessary to update the entire educational and program "framework" in universities and change the qualification requirements for positions. As a consequence, quite naturally, not only the trajectory, but also, presumably, the entire strategy of organizing pedagogical activity will begin to change. It is emphasized that these factors should be considered when training future industry specialists today. The author has developed a universal and clarified the correlation scheme of three groups of skills of the teacher's project activities: professional ("hard"), flexible ("soft") and self-management skills ("self-skills"). It has been established that longtail subskills are the optical center of the entire ecosystem of teacher skills and can act as universal substitutes (compensators) in the event that one (or several) of the skills of project or other activities (professional or supra-professional) are insufficiently developed. It has been proven that the correlation of the group of "self-skills" with the groups of "hard" and "flexible" skills is stronger, while there is an indirect relationship between the latter. These dependencies should be considered in the training of future teachers, including in the processes of formation and development of competence in the field of organizing project activities.

project activities, future teacher, competency model, reform of professional education, project activities skills, teaching tactics, teaching strategy