IMPLEMENTING PROJECT TECHNOLOGY INTO MONITORING OF PROSPECTIVE UKRAINIAN LANGUAGE TEACHERS’ LINGUOMETHODOLOGICAL COMPETENCE

The article deals with the role of project technology in forming and monitoring prospective Ukrainian language teachers' linguomethodological competence. The reform process in higher education in Ukraine, the new demands of society due to social and political changes today require new approaches to providing quality training of future Ukrainian language teachers. Linguomethodological competence as a central professional one is defined as a complex of integrated professional qualities of higher educational establishment students. The aim of the article is to clarify the role and features of organizing the project work in the structure of monitoring technology of prospective Ukrainian language teachers' linguomethodological competence. The place of the project work while monitoring future Ukrainian language teachers' professional training is defined. Linguomethodological project topics are proposed. Attention is paid to the features of future teachers' projects evaluation. Assessment of educational achievements in preparing projects may be the current (through observing the competitors' participation while working on the project) and final (through formal assessment of the results of individual and group work after the project). The main object of assessment is the work dynamics of the group, the quality of the students' cooperation process and cognitive activity. The value of project work is emphasized. The value of the project work is not only in the final product but also in the process of moving to the final result, because the projects focus on both the process and the outcome. Disadvantages of this method for monitoring of prospective Ukrainian language teachers' linguomethodological competence are revealed. Disadvantages of this method are connected with the necessity of formal assessment of the students' achievements that is complicated by determination of evaluation criteria. The observations show that the obstacle in applying this method may also be inadequate level of formation of future teachers' research skills, and low level of information competence.