Conditions for the Development of Project-Heuristic Competence of Teachers

The aim of this article is to identify the conditions for the development of project-heuristic competence of teachers. Methods. As part of writing this article, the analysis and synthesis of data from psychological, pedagogical and methodological literature on the problem of research, regulatory documents on innovative processes in education, generalization and systematization of advanced pedagogical experi­ence were used. Results. The development of the project-heuristic competence of the teacher is considered by us as a complex integrated process aimed at understanding the motives, needs for the effective use of the means of project activities in the professional sphere, which involves mastering theoretical knowledge and understanding the essence of design; practical mastery of the ways and means of achieving and discovering innovations and innovations; willingness and ability to apply new professional experience in the implementation of specific practice-oriented tasks; awareness of the compliance of the level of their pro­fessional capabilities and skills with the level necessary for the high-quality implementation of design and heuristic activities. Conclusion. Since educators must acquire skills and abilities for the practical implemen­tation of principles and approaches, as well as apply methods and methods for implementing project-heuristic activities in their future professional field. From these positions, project-heuristic competence is a factor in the formation of socially significant knowledge and skills that will create the basis for further successful professional activity and will contribute to their awareness of the need for constant self-realization and self-education.

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