UDC 378.147.88

Dudysheva E.V.¹ (Biysk, Russian Federation) – dudysheva@yandex.ru

¹Altai State Pedagogical University

Abstract. The research problem concerns how future teachers’ experience gained in an interdisciplinary project becomes part of professional development and is transformed into a pedagogical mode of action. The study aims to identify manifestations of the actualization of future teachers’ adaptive-transformative professional potential in distributed project-based learning. A multiple case study compared four bounded educational trajectories. The key two-stage case combined project defence results, final diagnostics, individual trajectories, and methodological products; cross-case comparison served as analytical replication. In the key case, the sequential trajectory followed a cumulative logic: practice in a related field was followed by selection and didactic transformation of the acquired experience into assignments, workshop scenarios, assessment tools, and reflection activities for school students. The mean score was high; variable project design, team coordination, and self-regulation were most pronounced in the polyprofessional-pedagogical profile. Cross-case analysis found no statistically significant differences in individual indicators but confirmed a downward trend in interdisciplinary communication from the early stage of preparation to entry into the profession. Individual data showed that initial difficulties did not preclude a high final level or a completed methodological product. The only third-level case coincided with the absence of such a product and difficulties in role switching and reflection on professional deficits. The scientific novelty lies in interpreting pedagogical mediation of experience gained in a related professional practice as the mechanism of potential actualization and the diagnostic profile and methodological product as complementary empirical manifestations. The findings can inform practicum design, formative assessment, and support for professional trajectories.

Keywords: adaptive-transformative professional potential, future teacher, distributed project-based learning, interdisciplinarity, pedagogical mediation, cumulative logic, multiple case study, methodological product, professional trajectory, formative assessment.

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For citation: Dudysheva, E. V. (2026). Actualization of future teachers’ adaptive-transformative professional potential in distributed project-based learning.CITISE, 3, 438-450.  (In Russian).