PROJECT TECHNOLOGIES IN THE CONDITIONS OF THE DISTANCE FORMAT OF THE PROFESSIONAL TRAINING OF THE TEACHER

Abstract

The article deals with the issues of the relevance of distance education and analyzes the problems of ensuring its effectiveness in the context of the transition to competency-oriented/personality-oriented technologies. The essence of distance education and the problems that reduce its effectiveness in the conditions of modern realities and challenges of the time are analyzed. In particular, attention is focused on the practice of formal application of innovative technologies, which include project-based technologies characterized by a discrepancy in form and content (innovative form and traditionally informative and reproductive method of organizing educational activities in its context). The authors argue that educational activity systems of schools and professional training of teachers in higher education institutions should be studied in the context of common approaches to the functioning of interdependent systems. It is proved that an adequate personality-oriented system of organizing project activities of schoolchildren/students will comply with the basic principles of competency-based education and provide the basis for its implementation in the system of competency-based education. The article offers the author's model of organizing project-based learning in the distance education system and describes algorithms for its implementation with a focus on the criteria of competency-based education and distance learning conditions. The model is equally relevant for the system of organizing educational activities of schoolchildren and professional training, as well as post-graduate education of teachers. Therefore, the problem is to systematically and gradually move towards innovative education, updating all the links and dependencies that ensure the systematic approach.