Project activity as a core technology for preparing a new generation of teachers: a competence-based approach

the article substantiates the role of project-based activity as a key technology for developing the professional competencies of future educators according to the FSES HE 3++ requirements. Its key characteristics are highlighted: a problem-oriented nature, student agency, productivity, and an integrative quality. Project-based activity is viewed not as an isolated method, but as a comprehensive didactic system that models a teacher's work. The central result is a developed competency matrix that links project stages (research and analysis, planning and forecasting, practical implementation, and reflection and evaluation) to the formation of universal, general professional, and professional competencies. The necessary conditions for its implementation were identified: the instructor's role shifting to that of a tutor, an interdisciplinary environment, authentic forms of assessment, and resource support. The model's testing showed an increase in students' motivation for the profession (85%), an improved understanding of the connection between theory and practice (78%), and high quality in the final projects. The practical significance of the study lies in the matrix's potential as a tool for designing the educational process, which is a response to the current challenges in modern teacher education.

project activity, professional competences, pre-service teacher, competence-based approach, pedagogical model, competence matrix