PRACTICES FOR DEVELOPING TEAMWORK SKILLS THROUGH GRANT WRITING IN THE PREPARATION OF EDUCATION PROFESSIONALS

Abstract

The article generalizes scholarly approaches to understanding grant writing as a means of developing teamwork skills among education professionals. The relevance of the study is determined by the growing role of teamwork in today’s educators' professional activity and by the insufficient theoretical generalization of pedagogical practices that enable the purposeful development of these skills through work on grant proposals. The aim of the article is to generalize practices for developing teamwork skills through grant writing and to identify pedagogical solutions that ensure a transition from formal group activity to meaningful teamwork during the preparation of a grant proposal. The study's methodological framework combines systemic, competency-based, and activity-based approaches. The methods used include theoretical analysis of scholarly sources, comparison, generalization, interpretation, classification, and typologization. The study shows that grant writing has considerable pedagogical potential for developing teamwork skills because it integrates shared problem framing, goal alignment, role distribution, coordinated decision-making, collaborative writing, internal review, reflection, and responsibility for the common result. The most productive practices were found to be joint conceptual work on the problem, functional distribution of responsibility, peer review, shared regulation of the work process, and team reflection. It is argued that grant writing should be understood not only as an applied skill related to project documentation but also as a pedagogically organized activity in which communicative, cognitive, organizational, and ethical dimensions of teamwork are integrated. The article emphasizes that the developmental effect of grant writing depends on deliberate pedagogical organization and does not arise automatically from group work itself. The limitations of the study include its generalizability, the lack of original empirical verification, and its partial reliance on research from adjacent fields. Prospects for further research include developing and testing instructional models of grant writing to foster teamwork skills among students.