THE ROLE OF PROJECT-BASED APPROACH IN DEVELOPING THE CONGRUENCE ABILITY OF FUTURE TEACHERS

Abstract

This article provides a scientific analysis of the problems of developing pedagogical congruence among future teachers in higher education institutions and explores the pedagogical potential of the project-based approach in addressing these issues. In the study, pedagogical congruence is interpreted as an integrative professional quality that reflects the harmony between a future teacher’s internal professional values, emotional state, personal beliefs, and external pedagogical activity. The article substantiates the need to improve the professional and pedagogical training of future teachers within the modern higher pedagogical education system. In particular, the insufficient development of congruence, which ensures harmony between the personal and professional qualities of future teachers in the existing teacher training practice, is considered an important scientific and pedagogical problem. During the research, a pedagogical model developed on the basis of the project-based approach was aimed at the integrated development of communicative, emotional-intellectual, reflective, and moral stability competencies of future teachers. This model contributes to the development of students’ independent thinking, creative approach, ability to analyze pedagogical problems, and make effective pedagogical decisions