FORMATION OF READINESS IN FUTURE TEACHERS-PHILOLOGISTS TO DESIGN THEIR OWN INDIVIDUAL RESEARCH TRAJECTORY

Abstract

The purpose of the article is to characterize the theoretical principles and practical aspects of the formation of readiness in future teachers-philologists to design their own individual research trajectory.

Methodology. A number of methods were used in the research process, namely: analysis of scientific literature on the research problem and synthesis of basic provisions to develop a strategy for scientific search and composition of the text of the article; comparative – to clarify the features of the scientific positions of different scientists and their comparison; systematization and generalization – in order to formulate conclusions and recommendations regarding the formation of readiness in future teachers-philologists to design an individual research trajectory; observation of the educational process in higher education institutions to clarify the specifics of the organization of scientific activity of philology students in general and diagnose their level of readiness to develop an individual research trajectory in particular.

In the process of research, the provisions of several methodological approaches were taken into account, in particular: axiological – for the formation of the value-ideological sphere of future philology teachers and their awareness of the need for systematic and consistent scientific activity; personally oriented – for taking into account in the process of methodological support the life experience, current needs and professional plans of each higher education applicant; competency-based – for taking into account the competencies recorded in the educational and professional program for the training of future philology teachers at the appropriate educational level; activity-based – for involving higher education applicants in independent planning and implementation of scientific research, design of further research work.

Scientific novelty. The article describes the theoretical principles and practical aspects of forming in future philology teachers the readiness to design their own individual research trajectory during professional training at the second (master's) level of higher education.

Conclusions. It is substantiated that the individual research trajectory of a higher education student should be considered as a personalized path of scientific development, which he develops to realize his own research potential, interests and career goals. This is a flexible system that allows future teachers-philologists to independently choose the direction and topic of research, methods of work, pace, scientific supervisor, formulate content, etc. In the process of professional training of future teachers-philologists in higher education institutions, especially at the second (master's) level of higher education, it is advisable to purposefully form in them the ability to form an individual research trajectory, in particular in the process of performing qualification work, undergoing research (pre-graduate) practice, as well as mastering educational components related to the methodology of scientific research.