Introduction. Today a teacher with professionalism and personal qualities necessary for successful teaching is in demand. Scaffolding technology has great educational and upbringing potential, stimulating the zone of proximal development of students. Students go from using pedagogical support to independence in solving educational and professional problems. One of the ways to implement scaffolding technology is to include project activities of students in the educational process of a pedagogical university.

Materials and methods. The authors used the method of analysis and interpretation of psychological and pedagogical literature, which analyzes the theoretical and practical aspects of using scaffolding technology in the educational process of a pedagogical university, as well as the problems of implementing project activities of future teachers. The article presents the professional experience of the authors, teachers of pedagogical university, in using scaffolding technology in professional activities.

Results. The substantive characteristics of the scaffolding technology and the distinctive features of the students’ project activities are specified, and the experience of their application in the process of teaching German language-country studies and the methods of teaching and upbringing is presented. The process of preparing and implementing an integrated lesson using project activities, which contributes to the development of students’ independence, creativity and their advancement to the zone of proximal development, is analyzed.

Discussion. The authors summarize and comprehend the results of the analysis of the works of scientists and practicing teachers on the problem of using scaffolding technology to improve the linguistic and methodological training of future teachers and the integration of project activities into the process of professional training of students. It is concluded that the positions presented in the scientific literature generally correlate with the results obtained by the authors in the course of the work, and the developed and implemented event "Regional Studies with Taste" was the result of using scaffolding technology and project activities, which made it possible to optimize the process of linguistic and methodological training of students of the Faculty of Foreign Languages.

Conclusion. The scaffolding technology ensures the development of the personality of future teachers in the professional and practical aspect, motivating them to independence, initiative, creativity. The use of project activities also initiates the desire of students to use integrative lessons when implementing the professional functions of a teacher.

Scaffolding technology promotes a deeper understanding of the subject, ensures students’ activity, increases their responsibility, motivating them to independent learning and professional development;

One of the mechanisms for implementing scaffolding technology is the organization of students’ project activities;

The organization and conduct of integrative classes are a model that can be used by students during their teaching practice and in their future professional activities, and is also a stimulator of the zone of proximal development. 

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