The effectiveness of the project method for the training of philology teachers

Abstract

The evolution of technologies and the current dynamic development of the education system require the search for effective learning tools that will contribute to the acquisition of knowledge using technologies and the ability to use them for future teaching. The aim of the research is to study the impact of using project method for training future philology teachers. The study involved 398 third-year students. Students studied Ukrainian (native) language (n = 132), English (n = 129) and French (n = 137). A total of 15 teachers with a PhD degree and at least 7 years of teaching experience participated in the study to develop project topics used during training. The teachers developed 10 topics for projects that students who study their native (Ukrainian) and foreign languages (English and French) performed during the academic year. A questionnaire survey was used to determine the effectiveness of the project method. Eight hypotheses were put forward regarding the effectiveness of the project method for language learning and the acquisition of skills for further teaching. The obtained results confirm the advanced hypotheses, thereby proving the effectiveness of the use of project method for teaching students — future (foreign and native) language teachers. Prospects for further research may be comparing the use of project method with other pedagogical practices, determining the influence of different contents of the curriculum using project method for students studying different academic subjects.