Eficiencia del método de proyecto en el desarrollo de competencias profesionales en futuros profesores

• Halyna A. Rusyn Vasyl Stefanyk Precarpathian National University https://orcid.org/0000-0001-9601-5466
• Viktoriia V. Stynska Vasyl Stefanyk Precarpathian National University https://orcid.org/0000-0003-0555-3205
• Liudmyla O. Matsuk Vasyl Stefanyk Precarpathian National University https://orcid.org/0000-0003-0472-6813
• Yevheniia Y. Korostelova National Pedagogical Dragomanov University https://orcid.org/0000-0001-8355-9122
• Serhii P. Stetsyk National Pedagogical Dragomanov University https://orcid.org/0000-0002-5668-6182

DOI: https://doi.org/10.46925//rdluz.35.18

Palabras clave: método de proyecto, competencias profesionales, desarrollo de competencias, educación pedagógica, educación moderna

Resumen

El objetivo es estudiar la efectividad del método de proyectos en la formación de competencias profesionales de los futuros empleados en el campo de la educación. Métodos: encuestas y cuestionarios, métodos de recolección remota y procesamiento de información (GOOGLE Forms), los principales métodos utilizados en el estudio fueron el método de cuestionarios, el método de síntesis y análisis, el método de evaluaciones de expertos. El criterio de chi-cuadrado, el criterio de combinación de características y el coeficiente de correlación de Pearson se utilizaron para calcular los resultados del estudio. Resultados: Los resultados del estudio arrojaron altos indicadores del nivel de formación de la subjetividad de los estudiantes al utilizar el método de proyectos tanto en el grupo principal como en el de control. La introducción del método de proyectos tiene un efecto favorable incondicional en el proceso de formación de las competencias profesionales de los futuros profesores. Junto con los métodos de enseñanza tradicionales, el método de proyectos es una herramienta eficaz para la formación de futuros profesores. Afirmamos que la fiabilidad de los resultados obtenidos se prueba mediante el criterio de chi-cuadrado. Su nivel es 0.01, en base a lo cual podemos concluir que el modelo propuesto es apropiado. Conclusión: Así, luego del análisis de los resultados obtenidos, se estableció la conveniencia de aplicar el método de proyectos en la formación de futuros docentes.

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