DEVELOPMENT OF EDUCATIONAL INTERNET PROJECTS AS A COMPONENT OF FUTURE VOCATIONAL EDUCATION TEACHERS' COMPETENCE
Abstract
DOI: https://doi.org/10.26565/2074-8922-2025-85-18
The aim of the article is to determine the influence of applying internet project design on the formation of professional-pedagogical competence of vocational education teachers and its specific components that are developed through this innovation.
A logical-structural analysis of recent literature in the fields of psychology, pedagogy, and cyberpedagogy pertaining to internet project design was conducted as a research method. This facilitated the systematization and generalization of the information gathered.
One of the educational technologies of cyber-pedagogy and professional cyber-socialization for candidates of pedagogical education is internet project design. This is understood as the process of constructing, step-by-step creation, and substantive development of an internet resource on a specific topic, intended to solve a given social or professional problem. It is extremely important that candidates for professional-pedagogical education, in the process of internet project design, simultaneously master two roles: 1) the executor, who learns to create internet projects themselves; and 2) the organizer, who understands how to implement internet project design in professional education at its various levels. As a result of mastering internet project design, a vocational training teacher becomes capable of: conducting information search, analysis, and synthesis, as well as applying a systemic approach; defining the scope of tasks within a given goal and selecting optimal methods for their solution; critically analyzing problematic situations and developing a strategy of action; managing a project throughout all stages of its lifecycle; organizing and leading a team's work, developing a team strategy of action to achieve the chosen goal, and so on. In other words, during the process of internet project design, a specific range of ICT-competencies is formed, which a vocational training teacher must possess.
An internet project, as a product of the joint activity of a university educator and a student, becomes a connecting link between pedagogical theory and pedagogical practice. Accordingly, this technology is relevant and in demand due to the simultaneous formation and development of several key competencies of a future vocational training educator, which makes its implementation in the practice of vocational pedagogical education promising, taking into account the new realities of the digital space and the digitalization of educational activities.
The prospect for further research in this direction could be the development of a methodology for training vocational training educators in the development of internet projects for the purpose of forming and developing the maximum number of their constituent competencies.
In cites: Chekalkin P. O., Gres L. O. (2025). Development of educational Internet projects as a component of future vocational education teachers' competence. Problems of Engineering Pedagogic Education, (85), 205-215. https://doi.org/10.26565/2074-8922-2025-85-18 (in Ukrainian)
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