ВИКОРИСТАННЯ ПРОЄКТНИХ ТЕХНОЛОГІЙ В СУЧАСНІЙ ПРАКТИЦІ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ ДО ДОСЛІДНИЦЬКОЇ ДІЯЛЬНОСТІ

The article examines the problem of using project technologies in the professional training of future biology teachers. It is emphasized that in the context of the information society and the requirements of the New Ukrainian School, the biology teacher is faced with the task of not only having research skills, but also being ready to organize students' research activities, stimulate their curiosity and support their independent search for knowledge. It is substantiated that project-based learning technologies are an effective pedagogical tool that involves the organization of learning through the active participation of students in the creation and implementation of projects. This method is based on the idea of learning through practice, when students acquire knowledge and skills by working on specific tasks of practical importance. The scientific works of domestic and foreign researchers who deal with the problem of introducing project technologies into the educational process are analyzed. It is noted that project technologies have significant potential for modernizing education, developing the key competencies of students and preparing them for life in the modern information society. The article also notes that, along with numerous advantages, project technologies have certain disadvantages that must be taken into account for their effective use. The stages of implementation of project technologies for the formation of readiness for research in the educational process of training future biology teachers are proposed: preparatory stage, main stage, final stage. The experience of implementing project technologies in the educational process of training specialists in the specialty 014.05 Secondary Education (Biology and Human Health) in one of the higher education institutions of Ukraine is described. It has been found that project technologies are an effective tool in preparing future biology teachers to organize students' research activities. They contribute to the development of both the necessary research and methodological competencies and personal qualities, which is the key to successful teaching.