Keyword: «preparation for the management of students' project activities»

The issue of the relevance of preparing future teachers for managing project activities of students in the main school is determined by the need to take into account the formation of skills in performing project activities in the final assessment of the students’ results in mastering the basic educational program of basic general education. The purpose of the article is to theoretically substantiate the model of preparing future teachers for managing the project activities of students in the basic school, to reveal its structural and component composition, the content of the stages. To solve the set goal, we analyzed approaches to modeling; identified the essential characteristics and structural components of the model for preparing future teachers to manage the project activities of basic school students; determined the requirements for the created model; presented the content of the model of preparing future teachers for the management of project activities of basic school students. The model includes interconnected units: target, methodological, structural-content, technological, result-evaluative ones. According to the model presented in the article, the training of future teachers to manage the project activities of basic school students is carried out in stages, realizing the function of a technological unit, and generally contributes to the formation of readiness for professional activities. The theoretical significance of the study lies in the fact that the results of the study will contribute to a deeper understanding of the specifics of the training of future teachers; expand scientific understanding of the means and methods for the formation of professionally significant qualities and professional competences; will stimulate the development of the content of the professional training of new format teachers at the university. The practical significance of the study lies in the focus of its results on improving the professional training of teachers in the area of "Pedagogical education". As a result, the structure of the developed model includes elements that make it possible to take into account the possibility of interaction between structural and functional components, but the emphasis in the model is made on the implementation of the pedagogical process itself (process model) - on technology. Technology is part of the model - the examined pedagogical system.