Agile Methodology Capabilities in Supporting Student Teachers' Professional Self-Determination Using the Trello Platform

The development of higher education in the direction of individualization determines the relevance of the search for technological and affordable tools to support the operational pedagogical interaction and support of students in the educational process. The aim of the study is to identify the educational opportunities of the Agile concept using the combined Scrum + Kanban methodology adapted to accompany students' individual projects made under the supervision of a teacher-coach during their teaching internships, as well as the Trello platform to support and visualize the work on the projects. An algorithm for working with the Trello platform in supporting students' professional self-determination during the internship period was developed and tested. The functions of teacher-coaches and the productive ways of their interaction with students are revealed. The productivity of the organization of supporting students' professional self-determination using Trello is determined by the fact that the teacher implements several professional role models: "teacher-professional", "consultant on personal and professional development", and "project management specialist". The educational opportunities of Trello as a tool for organizing and self-organizing student activities have been identified. They are: the development of students' self-design competency, time management skills, attitude to meaningful self-development, goal-setting and analysis of the effectiveness of achieving goals; the formation of a temporal perspective in professional development, the actualization of activities in professional goal-setting and in goal-reaching analysis; the visualization of activities; the accumulation of experience; the enhancement of motivation and involvement; the personal importance of designing self-development, acquired experience and reflective thinking. The Trello platform provides capabilities for a flexible interaction and productive cooperation between the student and the teacher-coach, student activity management, achievement tracking and difficulty identification, operational assistance and support in professional development. The main results of using the Trello platform in supporting professional self-determination are the formation of students' self-organization and design skills, the activation of a reflective attitude to their experience and personal-professional growth. The importance of students' mastering these skills for the formation of a professional identity is shown. In order to improve the practices of pedagogical interaction, teachers must be trained taking into account the requirements for their functions, competencies and professional role models of behavior in the context of the Agile project management methodology.

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