TEBENKOVA E., ZAITSEVA I. PROJECT OFFICE AS A MEANS OF CREATING A DEVELOPING EDUCATIONAL ENVIRONMENT IN HIGH SCHOOL. LIFELONG EDUCATION: The 21st Century.
2023. № 4 (44). DOI: 10.15393/j5.art.2023.8849


Issue 4 (44)

Education Management in an open global society
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PROJECT OFFICE AS A MEANS OF CREATING A DEVELOPING EDUCATIONAL ENVIRONMENT IN HIGH SCHOOL

TEBENKOVA Elena A.
Doctor of Pedagogical Sciences, Professor of the Department of Fundamental Ecology, Geography and Rational Nature Management
Kurgan State University
(Kurgan, Russian Federation)
eashu@mail.ru
ZAITSEVA Irina N.
Center for Promotion of Social Innovations «Technologies of Change and Development»
(Moscow, Russian Federation)
zin-pr@mail.ru
Keywords:
ecosystem of educational design
educational project office in high school
child-adult educational and project community
project and educational subjectivity.		 Abstract: the article presents a way to create a developing design and educational environment in a high school. The most important condition for teenagers to master the research and project activities required by the FGOS SOO is the creation of an ecosystem of educational design. In addition to the classroom – a group of students mastering a single curriculum within the walls of the school, a child-adult educational and project community is formed in it, independently initiating the content and development trajectory of its participants with access to the social and professional context. The organizational core of the educational design environment can become a project office. But unlike the existing practice of pre–professional education, in which the project office is a project management tool (pre-professional classes), the author's model represents the educational and project office in high school as the organizational core of the child-adult educational and project community and the environment of its activities. Growing a community, according to the authors, is associated with a special work in the space of the student's subjective reality: 1) in the space of the co-existence community of the project through the solution of various types of project tasks (the formation of educational and project subjectivity); 2) jointly distributed activities through the initiation of the transformation of forms of collaboration (mastering the very form of organization of joint project actions); 3) in the space of a situation of professional choice by conducting a systematic reflection of the experience gained and designing an individual professional trajectory (sustainable professional choice).
Paper submitted on: 07/28/2023; Accepted on: 12/11/2023; Published online on: 12/26/2023.

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DOI: http://dx.doi.org/10.15393/j5.art.2023.8849