Diagnostics of the quality of project competence formation in future geography teachers using the reflective-assessment criterion

Introduction. The inclusion of project technologies in the educational process contributes to the qualitative development of productive thinking and universal learning activities, which helps in solving educational, developmental and upbringing tasks. Theoretical analysis. During the experimental verification, the author’s goal was to diagnose the quality of the development of project competence in future geography teachers using the reflective-evaluative criterion. The author cites a number of program documents regulating the modern professional activity of geography teachers and refers to current scientific research within the framework of the problem under consideration. Empirical analysis. To measure the quality of the development of project competence in future geography teachers according to the reflexive-evaluative criterion, the author used the following methods: the test “Have you developed pedagogical tact?” (E. V. Evseeva), the questionnaire “Self-analysis of the pedagogical activity of a geography teacher” (developed by the author), anagrams “Study of flexibility of thinking” (T. A. Nemtsova). Novelty of the study. New data were obtained on the quality of development of project competence in future geography teachers, and a questionnaire was developed to identify the ability of teachers to self-analyze professional activities in the classroom and extracurricular work. Conclusion. Based on the obtained data of experimental diagnostics, it should be stated that the quality of development of project competence among future geography teachers is below a sufficient level.