Abstract:

The Russian system of the teachers’ training is based on the framework of an integrated academic and practice-oriented educational model. Changes in conditions of the information and educational environment caused different constraints in view of implementing the integrated approach to building professional competencies in teachers. One of these constraints is transfer of project skills into practice through the professional project activities of the teachers-to-be when blended learning is involved.

Problem statement:
Contemporary teachers’ training employs various models of practice-oriented education. Educational modeling is implemented through such components as subject and tutorial, vocational and professional personified approach. The techniques and means of building project competencies do not correspond to the new parameters of the information and educational environment. The problem lies in difficulty to develop project skills in the teachers-to-be when blended learning is involved.

Research methods and background:
Purposeful observation, content analysis, comparison, systematization and generalization. Various models of building project competencies in teachers were studied to identify optimum conditions for the project skills transfer in education. Methodology and technology for modeling the project competencies were tested under continuous teachers’ training at Shevchenko Transnistria State University.

Results and discussion:
Structural components of 15 educational models of professional competencies building in teachers were analyzed. It was proved that the structure of project competencies in teachers includes symmetrical components corresponding to the offline education models. Nonetheless, changing the parameters of the educational process by means of involving remote and online learning techniques contributes to formation of motivational, value-oriented, personified and methodological professional conditions that influence the content of practice-based training process, as well as the quality of transferable project skills.

The project skills structure and categories, project competencies in teachers, professional project competencies modeling specifics were evaluated. Uniformity of the project skills structure and competencies made it possible to employ methodological algorithms and matrices for their building. Efficiency in the use of case studies for educational purposes as a means to transfer the project skills under distant learning conditions was shown.

Conclusions:
The authors share the conclusion that building and development of the project and technology competencies is not limited to the professional university training of the teachers-to-be because this process is of a continuous and distributed nature. The system of further vocational education and advanced training of teachers also possesses methodological and technological potential for developing project skills and building project competencies in teachers.

Keywords:

transferable skills, project competencies, competency building, teacher training, competency model building, online learning, blended learning.