Organization of Project Activities of Students in the System of Professional Training of Employees of Internal Affairs Bodies

Mikhaylova Natalya Vladimirovna PhD in Pedagogy Associate Professor of the Department of Psychology and Teaching at Nizhny Novgorod Academy of the Ministry of Internal Affairs of the Russian Federation 603029, Russia, g. Nizhnii Novgorod, shosse Ankudinovskoe, 3 sorokanv@yandex.ru Other publications by this author

In the modern world, technology, technology, information are in constant change. The quality and ways of interaction between people are changing. These circumstances "determine the growing need for the formation of human abilities for rapid and effective adaptation to the conditions of a rapidly changing world" ^{[1, p. 34]}. In these conditions, it is necessary to be mobile, have flexible, critical, creative thinking, capable of continuous self-improvement, independent decision-making, and social interaction. The formation of such thinking is impossible without independent, productive problem-search activity. One of the most effective, in our opinion, ways of organizing it is the project method.

A project is always a challenge for students, acting as a driving force for their development, which is caused by contradictions:

- between the demand, the need to solve the problem (which the project is aimed at) and the lack of its solution, or the inefficiency of the existing solution;

- between the need to develop specific, well-founded project proposals and the lack of sufficient experience of students in creating a project product;

- between the lack of knowledge in the field under study, the lack of project and research competence and the need to obtain specific theoretically and empirically sound solutions in a short time.

In our study, we will use two basic concepts – the method of project training and the project activity of students.

Conceptualized by R.H. Kilpatrick ^[2] in the project method, the idea of the activity basis of J. Dewey's teaching ^[3] remains essentially unchanged today.

Nevertheless, modern teachers-researchers in their interpretations place accents in the understanding of project-based learning, which determine some features, target orientation, structure and content of students' project activities.  Let's present them from the point of view of various methodological approaches.

The system-activity approach (M.S. Korenkova, A.A. Krishtal, E.Y. Nikitina, N.V. Tarasova, K.N. Chalina) defines project training as a system of interdependent processes, actions, techniques, technology of project training.

From the point of view of the competence approach (A.N. Vorobyova, N.S. Kemerovo, V.A. Poverty, N.M. Suetina, A.K. Temzokov, O.M. Shilova), project training is considered as a means of forming the student's competencies.

The personality-oriented approach (E.V. Bogdanova, A.N. Brushlinsky, V.A. Kastoronova, I.S. Kon, M.S. Korenkova, A.B. Orlov, S.A. Pilyugina, O.L. Rakovskaya) as the main facet of the student's project activity determines his professional and personal development.

From the point of view of the pragmatic approach (N.A. Bredneva, O.P. Zhigalova, E.Y. Nikitina, E.S. Polat, O.A. Suikova, K.N. Chalina), project training is focused on obtaining a specific practically significant result – the product of the project.

In our understanding, project training is a system of specially created conditions for the organization and implementation of educational project activities aimed at the professional and personal development of students.

The project activity of students, in this context, acts as an object of pedagogical management, which is, on the one hand, the process of professional and personal development of the student, on the other hand, the process of creating a project product that is significant for solving a specific task, "which can be seen, comprehended, applied in real practice" ^{[4, p. 57]}.

We emphasize once again that the problem solved in the project activity must be real, professionally or personally significant for the student, "for the solution of which he needs to apply the acquired and new knowledge that he has yet to acquire" ^{[5, p. 13]}.

In the process of designing as a creative activity, the formulation and formation of the problem, its ideal internal mental representation-a solution based on mental actions, and, finally, the external expression of this solution in the form of a project, which is a product of creative activity, stand out in relief ^{[6, p. 15]}.

Evstratova L.A., Isaeva N.V., Leshukov O.V. [7 p. 20-21] a list of requirements for project activities is presented:

1. Designing from a problem (the presence of a problem that the project is aimed at solving, the lack of something necessary, etc.).

2. There should be a full design cycle: from conception to implementation.

3. Originality of solutions: search for unique solutions to project tasks.

4. Professional orientation of the project: the level of the project result should meet the requirements of the professional community; the project should be aimed at solving a professionally significant task.

5. Project activity has several results (educational results – the development of the student and project results – the product of the project).

Structurally, project activity is a system of interdependent, consistently implemented stages. The study showed that the stages of project activity of students can be different.

Pakhomova N.Yu. identifies such stages of project activity as: immersion in the project, organization of activities, implementation of activities, presentation of the result ^[8].

Emirova E.S. in his research defines four stages of project activity: value-oriented, constructive, evaluative-reflective, presentative ^[9].

Shibkova D.Z., Baiguzhin P.A. within the framework of project activities, they present the preparatory, search and research, translation and design and final (presentation, evaluation) stages ^[10].

The methodology of project activity developed by us is aimed at improving the system of moral development of future employees of the Department of Internal Affairs and our position is that the project should not stop with the presentation of its results (as defined by the previously presented authors). To achieve the goals of moral development of students, it is necessary to provide them with the opportunity to implement project proposals. Accordingly, as the stages of project activity, we distinguish: pre-project analysis, the stage of formulation of the project concept (goal setting), the stage of implementation of the project program, the stage of project evaluation, the stage of project improvement and project implementation.

The project tasks solved at each stage have pedagogical value for the development of students.

So, at the stage of pre-project analysis, the contour of the problem under study is formed. By means of the Ishikawa diagram and the resource-factor model developed by us, the problem and its causes are analyzed, factors contributing to the solution of the problem or aggravating it are identified, external and internal resources (sources) of solving the problem are determined, which allows us to identify the problem and outline ways to solve it. The use of the presented tools for solving project tasks contributes to the development of analytical, critical, systematic thinking of students, the formation of their skills to find and analyze information, identify key problems and contradictions.

Further, on the basis of the information received, students (at the stage of formulating the project concept (goal setting)) they carry out the structuring of project activities, the formation of key project nodes through the formulation of project goals and objectives, the development of the project structure, the prediction of project results, sources of information of theoretical and empirical data.

To achieve the goals and objectives of the project requires a clear construction of the program of their implementation, the definition of deadlines and tasks, the distribution of responsibility among the members of the project team. Such a tool as a project roadmap helps to do this, which structurally includes: a list of stages and project tasks, control points, a form of reporting on the results of tasks, responsibility for solving a particular task. In pedagogical terms, this stage contributes to the development of skills to predict and plan the result of project activities.

Further, the project program should be implemented in the course of theoretical, empirical research and design of proposals for solving the problems identified during the study. On the one hand, it is a creative activity, on the other hand, a project activity plan formed by students should be implemented.

The results obtained by the project teams are made out through a portfolio. The requirement of systematic presentation of materials is provided by the portfolio structure: the portfolio passport includes the concept and roadmap of the project, which provide an idea of the main ideas and the course of project activities; the theoretical, empirical and practical part of the project necessarily includes goals, objectives, research methods, results, main conclusions and a list of references, which makes it possible to trace the logic of project research.

It is important that the project team works as a self-organizing system, students independently plan their activities, distribute responsibilities for the implementation of project tasks and are responsible for their execution, which ensures the formation of responsibility, independent decision-making, and social interaction skills.

The presentation of the results of project activities and their examination are carried out at the stage of project evaluation aimed at determining the compliance of the results of project activities with the planned goals, objectives and quality criteria.

After bringing the project into compliance with the specified parameters (the project improvement stage), in case of deficiencies, it is allowed to the implementation stage. The organization of the implementation of project solutions requires students to have clear planning, distribution of roles and responsibilities, preparation of materials, funds for the implementation of the project, coordination of organizational issues and direct implementation of the project plan. No less important at this stage is the fixation, analysis of the results of the project implementation and subsequent adjustment of the project. This ensures the development of critical thinking, organizational, communicative and other abilities of students.

The introduction of the presented system of project activities into the educational process will allow solving a number of tasks that contribute to improving the quality of professional training and moral development of students.

Approbation of the methodology of project activity was carried out during one semester with students of the 1st year in the framework of extracurricular independent work. The students were offered sample topics of projects related to the moral development of future employees of the internal affairs bodies, and were also given the opportunity to independently formulate the topic of project research in the field of the discipline "Professional Ethics and official etiquette".

The projects were carried out both individually and in groups of 2-3 people. It was mandatory to conduct theoretical, empirical research (with analysis of the results), to develop proposals for solving the project problem in the field of moral development of future employees of the Department of Internal Affairs. Students (67 people) completed 23 projects.

The quality assessment of the project was carried out in accordance with the criteria:

- the relevance of the topic and the novelty of the research;

- independence of project execution;

- compliance of the content of the work with the goals and objectives of the study;

- the depth of disclosure of the project topic, critical understanding of the research problem;

- confirmation of conclusions by statistical, control and evaluation data, author's research data, observations;

- application of appropriate research tools, competent use of research methods and processing of empirical data;

- practical significance, clarity, concreteness of project proposals;

- the possibility of applying project proposals in practice (realism, implementability);

- reasonableness and validity of the conclusions and proposals of the project;

- use of current literary sources;

- design of the project in accordance with the requirements.

The projects were evaluated on a ten–point scale, where 1 point - a low level of compliance with the criterion, 10 points – full compliance with the criterion.

The levels of project quality were identified: low (reproductive) level from 10 to 39 points; average (heuristic) level – from 40 to 69 points; high (creative) level of work quality – from 70 to 100 points.

According to the results of the analysis: 31% (7 projects) corresponded to a high (creative) level of quality (they differed in relevance, novelty, independence of research, the content corresponded to the goals and objectives, the projects differed in the elaboration of theoretical material based on relevant literary sources (which characterizes the depth and critical understanding of the research problem), the processing of empirical data was carried out on the basis of qualitative and quantitative analysis, design solutions were distinguished by originality, significance, clarity, the possibility of implementation, conclusions and proposals were reasoned and justified, the design of the project met the requirements); 43% (10 projects) – average (heuristic) quality level (characterized by relevance, novelty, independence of research, compliance with the content of the goals and objectives, elaboration theoretical material based on the analysis of current literary sources, the presentation of empirical data (without revealing cause-and–effect relationships and contradictions), the presence of improved (available in practice) design solutions; the design of the project met the requirements); 26% (6 projects) - low (reproductive) quality level (in this segment, the projects were distinguished by elaboration theoretical material, most of the works lacked either empirical research or analysis of its results and conclusions, the project product was represented by solutions existing in practice, or was absent, the design of the project met the requirements).

An important result of the implementation of project activities in the educational process was the receipt of interesting ideas for activities aimed at the spiritual and moral development of students - future employees of the internal affairs bodies. For example, in the project "Social networks as a means of promoting cultural and moral values", students have developed a tourist cluster of Nizhny Novgorod and an interactive intellectual game on the knowledge of interesting facts of the attractions included in the cluster. The project "The role of patriotism in the formation of professional personal qualities of future employees of the Department of Internal Affairs" has developed a project of an annually updated e–book – "Heroes without time" with stories, memories of relatives and friends of students - combatants, veterans, home front workers, children of war. The project group developing the theme "Flash Mob as a form of drawing attention to cultural and moral problems" proposed to organize a flash mob to promote a healthy lifestyle "I'm FOR! Healthy lifestyle". According to the project plan, each group of students should organize, record on a certain day and time, events related to a healthy lifestyle, with subsequent placement of materials in a specially created Internet channel.

In many ways, this was achieved due to clear, on the one hand, planning of project activities, which set the rhythm, controllability of this process, the responsible attitude of students to project activities, on the other – the interaction of "cadet-teacher", focused on the subjective, creative position of students, provided a flexible approach to work and an individual trajectory of each the project team.

It should be noted that according to the results of the survey, 42% of students (who participated in project activities) would like to continue working on the project (improvement and presentation of the project at scientific events), 32% would like to implement the results of the project, 26% did not want to participate in the further implementation or development of the project.

The results of the study confirm the high level of involvement of students in project activities, providing an active research process aimed at solving a significant problem for professional and personal development.

In general, it can be concluded that project activity has great potential, both for the professional and personal development of students, and for solving significant practical tasks.