FORMATION OF PROFESSIONAL COMPETENCIES IN FUTURE PRIMARY SCHOOL TEACHERS BASED ON PROJECT BASED ACTIVITY
Authors
Fayazova Diloram Tuychiyevna ()Files
Abstract
The article examines the formation of professional competencies in future primary school teachers based on project-based activity as an effective pedagogical condition for connecting theoretical knowledge with practical teaching experience. In modern teacher education, professional competence is understood not only as mastery of subject content, but also as the ability to design learning situations, organize pupils’ cognitive activity, apply interactive methods, solve pedagogical problems, cooperate with learners and colleagues, and reflect on one’s own professional growth. Project-based activity creates a productive educational environment in which future teachers learn to plan, implement, evaluate, and present pedagogically meaningful tasks. This approach strengthens methodological thinking, creativity, communication culture, digital literacy, responsibility, and readiness for independent professional decision-making. The article emphasizes that project work is especially important in preparing primary school teachers because the primary education stage requires integrated knowledge, child-centered methods, emotional sensitivity, and the ability to develop pupils’ curiosity, collaboration, and practical skills. Through educational projects, students acquire experience in designing lesson fragments, developing didactic materials, solving classroom situations, conducting small-scale pedagogical research, and assessing learning outcomes. The study highlights the need to organize project-based activity systematically, taking into account the content of pedagogical disciplines, the requirements of school practice, and the professional profile of future primary school teachers. The article concludes that project-based activity can serve as an important mechanism for improving the quality of teacher training and forming professional competencies that correspond to the needs of contemporary primary education.
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