Professional teaching requirements are constantly changing and enlarging. A person, who is going to become a teacher, should be able to act in modern culture, should possess the skills in projecting and to be competent in judging school´s prospective technologies and to have one´s own pedagogical position.
We consider the project activity to be an integral part of the professional competence of a teacher. Professional competence of a future teacher we regard as an integrative quality of a specialist, including theoretical and prognostic ability to follow his own developing path in an educational area in accordance with the personal qualities on the basis of real knowledge.
Teacher´s project culture is a part of his pedagogical culture, the sum of project ways of the innovative reorganization of the pedagogical realty on the basis of prediction, planning, designing and modelling of the educational phenomena, processes and systems. The level of research skills determines the level of professionalism of a modern teacher.
During the experiment we proposed and tested the model of organizing the process of an independent research work in projecting and realization of pedagogical technologies among future teachers. The model was based upon the following principles: topicality of pedagogical knowledge as a real personal knowledge; continuity in modelling of an independent research work and in individual and differential help; movement from the imitating creation to the creative imitation and to the creative activity which is not stimulated contextually.
Here is the model of organizing the educational process in the institute of higher education for future teachers.
The first year of education is to be called a motivational-reflexive stage. During this time students realize the aims and peculiarities of teaching. The inner structure of lectures and seminars, which are too important for students, reflects a complicated emotional and moral atmosphere of relations and communication. It depends on the actualization of studying motives (first of all, pedagogical stimuli like a vivid narration of a lecturer, one´s own school experience, emphasizing the practical importance of the studying material); a combination of emotionally-sensual and analytical processes in dialogical experience of the first-year students; students´ reflexive experience which they gain, for example, during creative collective credits or analyzing the results of self-concept tests.
The second year of education aims to prepare students theoretically to the further work in school. The students make their own choice through the long-distanced communication and activity under conditions of the educational module, which pedagogical area represents a system of interconnected person-approving and educational situations with a lecturer and a student as the subjects. The second year is the stage of theoretical knowledge as the basis of practical experience; it proposes a free choice among the situations of partnership and personal self-expression. Reflexive value inclinations are supposed to start developing into the holistic foundation of "I-conception" of a teacher. Modelling of an independent research work of students allows to make the system an "open" one, where the elements of possible spontaneity are replaced by unpremeditation, potential readiness to percept the knowledge as the basis of practical skills, including the skills in projecting of pedagogical and educational systems. Constituent parts of the modeling process on this stage are: learning the content of a teacher´s methodological and project culture; understanding the content image of the topic and the main idea of the research; creative work in projecting of the technology of the method of education.
The third year of education implies the choice of one´s own "method", the possibility to express oneself, i.e. the project of pedagogical technology is developing on this stage. Personal self-expression is considered by scientists to be an extraordinary social-psychological phenomenon. It is a complex and multidimensional process of personal disclosure, in which a person displays his inner world. The condition under which this disclosure takes place may be the choice of one´s own "method", projecting of one´s own pedagogical technology. The peculiarity of a research work is that students may choose their own term-period and pace of work. In other words, students choose their own path toward the goal . One of the situations, proposed by students, was a brainstorming search and a brainstorming answer as a synthesis of knowledge in different spheres.
Everyone had his own technology, but the backbone core remained unchanged. The first dimension of the work was "projecting of projecting": 1) The issue of "reaching the idea" is examined at the higher level; the notions "concept", "system", "structure", "project", "to project", "model" etc. are learned; 2) the structure of the work is introduced: introduction, importance of the topic, subject of research, leading ideas; the system of principles, fundamental for every established technology, is grounded; the scholarly apparatus of the topic, scientific novelty and practical importance of the work, its structure and prospects for approbation are examined theoretically and worked out; 3) the issues of creating chapters, paragraphs, conclusion and bibliography are considered. The second dimension was - learning the diagnostical, informative and procedural components of the project.
The fourth year of study broadens an educational sphere of a future teacher considerably: a school and children as real objects, school teachers as colleagues, coarse mates as teachers etc. determine the higher position of a personal representation. The new aspiration appears - for preserving one´s own "I-conception" from the one hand, and enriching one´s positions, asserting oneself, self-expression from the other hand. Future teachers learn to examine themselves, to evaluate their own work. The topicality and possibilities of an introduced individual project are analyzed in the movement of modern psychological-pedagogical and methodical problems of educational practical work. An individual author´s point of view and peculiarities are revealed. Every project should have its "proper subjectness", "its own world-view", "its style and author´s image". The peculiarity of this stage - is an integration of lecturers´ efforts.
Modelling of an independent research work of future teachers - is the component of their general professional qualification, which determines the level of students´ readiness for work in school. Readiness may be defined in two aspects, meanings, as a state and as a personal quality . The aim of the fifth year of education is to disclose and approve the multistructure of an author´s position as a creative source in pedagogical activity of a future teacher. There is a synthesis of philosophical and specialized knowledge, pedagogical technologies, psychological and methodical bases. The general system of renovation and modernization of education implies the further constructive development of other innovative projects, which should be started in the system of higher educational institutions.
The work was submitted to international scientific conference «Modern education. Problems and solutions», Thailand, December 20-30, 2008, came to the editorial office on 09.01.2008.