Enhancing the readiness of agricultural university students to organize project and research activities

The take of training specialists for high-tech agro-production, who are capable of applying project technologies to solve professional problems, requires qualified teaching staff. The use of project and research teaching methods provides conditions for students to gain initial professional experience, develop the necessary general and professional competencies, as well as contributes to their professional self-determination. The teacher’s readiness to organize project-based research activities of students ensures the quality of education. The aim of the study is to identify and justify pedagogical conditions for enhancing teachers’ readiness to organize students’ project-based research activities. The authors analyzed theoretical and practical aspects of solving the problem of enhancing teachers’ readiness to organize project-research activity The study involved 246 students of Russian State Agrarian University – Moscow Timiryazev Agricultural Academy. The goal was to identify the degree of the readiness of future vocational training teachers to organize project-research activities, as well as to find and test solutions to enhance this readiness. Purposeful designing the procedures facilitating the mastery of the necessary knowledge, skills and abilities, the acquisition of the experience of project-based research activity, to development of the necessary personal qualities will contribute to achieving the set goal – enhancing the readiness to organize this activity at the optimal level. The research results have shown that the designed practice-oriented environment with multiple project tasks enhancing the readiness of future vocational training teachers to organize project-based research activities within the course of “Organization of Project-Based Training” proved to be effective.

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