Cross-project model as an innovative technology for developing project competence of psychological and pedagogical classes students

The article discusses the problem of developing project competence in students of psychological and pedagogical classes (PPC) in the context of modernizing the system of training pedagogical personnel. The authors set the task of improving the effectiveness of pre-professional training of schoolchildren through the introduction of an innovative cross-project model. The hypothesis is put forward that the experimentally developed model, based on the principles of inter-level interaction, distributed expertise, and integration into real practice, contributes to the more effective formation of project competence compared to traditional approaches. The article analyzes the shortcomings of existing strategies for integrating schoolchildren into the professional environment (school-university networking, cross-age technologies, isolated project activities) and describes the author’s cross-project model and its conceptual core. The main focus is on the practical implementation of the model during a formative experiment and the analysis of its impact on the motivational-value, cognitive-research, organizational-activity, and communicative-presentation components of students’ project competence. Empirical data obtained in the course of experimental work testify to the high effectiveness of the proposed model. The participants in the experimental group demonstrated a qualitative leap in their understanding of the essence of project activity, a transition from a referential approach to the creation of real practice-oriented products, as well as a significant development of meta-subject and communication skills. There was a noticeable overcoming of the deficit of subjectivity, an increase in conscious motivation to choose the teaching profession, and the formation of a positive attitude toward project activity. It has been proven that the model is a technology for the mutual development of all participants in the educational process, including student mentors.

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