Abstract:

Project skills of prospective teachers pose an integral constituent of their professional training. The potential of pedagogical practice for the project skills formation has not been implemented to the full extent, with poor elaboration of theoretical grounding and content of methods for project skills formation in the process of teaching practice.

The aim of the article is to substantiate the methods for project skills formation during teaching practice of Bachelors of Education, whose training profile includes Mathematics.

Elicitation and specification of project skills have been implemented within the framework of the activity-based approach, leaning upon the analysis of theoretical sources, with taking into consideration the experience of formation of these skills in higher education.

Since skills are shaped in the process of pedagogical activity, the activity-based approach was applied to create and justify the methodology of project skills formation in students. Such components (blocks) of the method as the target, substantive, operational and diagnostic-corrective ones were revealed on the ground of the activity-based approach.

Specificity of group project activity of students in the process of teaching practice is presented: coordination of the participants' actions, control and management of the process by means of a special site on the Internal portal of the university; efficient distribution of group and individual work; targeted help of the teacher; conscious character of reflection and mutual assessment.

The article gives a description of the experimental search work, with simultaneous tracking the formation of project skills in students during the period of teaching practice. The work of one students' group on the project during their practice is described.

The effectiveness of the method was assessed by comparing the levels of project skills formation in a control group and an experimental one before the beginning of teaching practice (with the help of specially designed methods) and after its completion (with the help of expert assessments and/or analysis of the results of students' activity (projects)) relying on statistical methods.

Сriteria and levels of project skills formation in prospective mathematics teachers having been developed. Discrepancies with earlier known diagnostic methods include taking into account assessment of representatives of the educational establishment and application of e-journal for the analysis of process of project skills formation in students during teaching practice.

The method of project skills formation in the course of teaching practice in Bachelors of Education has been developed with its effectiveness having been experimentally proved. The materials of the research can be used in pedagogical universities in the practice of training prospective teachers of Mathematics to heighten their level of project skills formation.

Keywords:

Project skills, teaching practice, project activity, group project, methods for project skills formation.