PROJECT CULTURE OF A VOCATIONAL TEACHER: CONCEPT ESSENCE

Introduction. Society's culture and individual influences the pace, content, and quality of state development. In the field of education, culture is the determining basis of its innovative development, which in pedagogical activity is characterized by the processes of designing and creating unique and innovative products, the result of which depends on the level of formation of the vocational teacher project culture. The processes of reforming, technologization, internationalization, and European integration in society lead to the emergence of new knowledge, replacement, rethinking, and updating of known concepts that, by their nature and purpose in a particular type of activity, affect the educational, economic, legal, and managerial dimensions. Purpose. Concept essence clarification of the «project culture of a vocational teacher» based on the analysis of features, characteristics and implications between the basic categories. Methods. Analysis of scientific works, induction and deduction, implication, systematization, and generalization were used. Results. The article outlines the importance of developing the vocational teachers' culture for the implementation of innovative transformational activities in the field of vocational education. The project culture affiliation of vocational teachers to the relevant structures is clarified and the results of its expression at the macro and micro levels are outlined. The multi-functionality of the project culture of vocational teachers involves its development and application at different levels: personal and professional, macro and micro levels, and national and international dimensions. At each of these levels, the components of the project culture of vocational teachers (motivational and value, innovative and cognitive, design and activity, personal and reflective) become more or less important, the detailing of the content of which is the next task of scientific research. Originality. It has been found that the vocational teacher project culture is based on an understanding of general culture as a social phenomenon, is characterized by implicit connections with other types of cultures, and is distinguished among them by the features and characteristics of projectivity. The project activities processes and results enrich the pedagogical and professional culture of the vocational teacher and develop project culture as a separate phenomenon in the system of cultures. Conclusion. The project culture of vocational teachers is a conscious and morally relevant multifunctional property of the individual that makes it possible to design their professional development trajectory on a reflective basis and ensures the creation, implementation and evaluation of creative and innovative educational projects at different levels and in changing conditions aimed at solving strategic tasks of the educational sector and high- quality professional training of students. The project culture multi-functionality of vocational teachers involves its development and application at different levels: personal and professional, macro and micro, national and international.