Abstract:

The modern direction of training of future specialists is associated with practice-oriented project training based on the regular implementation by students of projects of varying complexity. Studying in this ideology, students acquire the necessary professional experience in teamwork, developing ideas and defending their own ideas, and responsibility for decisions made. The main objective of project training is the formation of the necessary project competencies of students in the process of development, design and presentation of projects in accordance with international and national standards of project management and taking into account the challenges and requirements of modern industries. The practice of project training today is actively developing in a number of leading universities in the world.

The reflection of more than ten years of experience in teaching design disciplines at the Ural Federal University in different areas and levels of student training allows, firstly, to track the temporal dynamics of project training in the context of classical (post-Soviet) education and its implementation in new (“Bologna”) models of the educational process. Secondly, to carry out a critical analysis of project training in the context of the main universal characteristics of temporality.

The object of study is the practice of project training at the university. The subject is the types of conflicts in the temporal structure of current practices of project training. The main task of the authors is to identify the types of conflicts in the temporal structure of current practices of project training. The theoretical and methodological basis of the study was the modern interdisciplinary concept of temporality, the methodology of project and social management. The study was conducted using methods of document analysis, reflective and critical analysis, constructive matching, benchmarking, expert interviews with students and teachers.

The article discusses the temporal structure of project training, which includes social time, scientific, administrative, pedagogical, educational in terms of the perception of objective and subjective time. In the practice of project training, a basic contradiction has been revealed between, on the one hand, administrative time, manifested in the organization of project training at a university, and on the other hand, scientific, social, pedagogical and educational time of project training. For example, the extrapolation of import time into the educational process is in conflict with the national mentality and age restrictions, the basis of the target audience of students. Another example is the introduction of distance and online forms of project training, which transforms the continuity of the rhythm of the educational process into discontinuous (discontinuous) project time. Design educational practice turns into a temporary event, destroys the synchronism and structuring of educational and pedagogical design time, which makes it incomplete and open. The resolution of the basic contradiction can be found in the zoning of project practices in the educational space, which will ensure the continuity and recursiveness of project training.

Keywords:

Project training, pedagogical experience, temporality, temporal analysis, temporal dynamics.