FUTURE HIGHER EDUCATION TEACHERS CREATIVE INDIVIDUALITY DEVELOPMENT THROUGH PROJECT-BASED LEARNING

Abstract

Introduction. The scientific article addresses the issue of a future higher education institution lecturer the creative individuality developing through project-based technology. Purpose. Accordingly, the purpose is defined as the justification of the significance and modeling of project activities in preparing future lecturers in higher education institutions (HEIs), focusing on the creation of an integrated educational and scientific environment that ensures interdisciplinary integration, practice-oriented learning, and the development of students’ social activity. Methods. Using the method of systematic scientific analysis, the article provides a theoretical justification and formulates the concept of “creative individuality of a future higher education lecturer.” It reveals the structural components (potential, motivational, and cognitive) and stages of a teacher’s creative individuality development. The essence, content, and advantages of project-based technology in the development of the of future higher education institution lecturers’ creative individuality are substantiated, including the stimulation of creativity, enhancement of autonomy, improvement of communication competencies, development of readiness to solve future professional challenges, and the implementation of innovative activities. Thematic specifications of project technologies aimed at the personality development of future professionals are provided, and the stages of their implementation are outlined (diagnostic-predictive, constructive-modeling, exploratory-executive, evaluative-resultative, and reflective). Originality. The article describes practical experience in implementing project-based technology within the educational-professional master’s program in Educational and Pedagogical Sciences (Higher Education Pedagogy) at Mykhailo Drahomanov Ukrainian State University. Conclusions. The scientific novelty of the results is ensured through the development of а project-based learning technology model for cultivating the creative individuality of master’s students and the experimental verification of its effectiveness (diagnostic, formative, and control stages of the pedagogical experiment). The empirical study logically substantiates conclusions and proposals for the systematic integration of project-based technologies into the higher education institutions educational process, based on the needs and interests of master’s students; emphasizing teamwork and leadership roles; ensuring well-planned methodological support of projects; diversifying evaluation methods; and fostering creative and critical thinking among project participants.