IMPROVING SOCIAL ACTIVITY COMPETENCE OF PROSPECTIVE TEACHERS THROUGH PROJECT-BASED AND REFLECTIVE LEARNING
DOI:
https://doi.org/10.37547/Keywords:
social activity competence, project-based learning, reflective learning, prospective teacher, civic consciousness, social responsibility, collaboration, experiential learning, professional training, competence-based approach.Abstract
This article provides a scientific and pedagogical analysis of developing the social activity competence of prospective teachers through project-based and reflective learning approaches. The concept of social activity competence and its structural components are examined. The practical potential of project-based learning oriented toward real social problems, along with the role of reflective learning in consciously drawing lessons from experience, are analyzed, and a step-by-step integrative model combining both approaches is substantiated from a scientific and practical perspective.
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References
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