FORMATION OF RESEARCH COMPETENCE OF FUTURE TEACHERS IN THE PROCESS OF STUDYING THE COURSE «FUNDAMENTALS OF SCIENTIFIC RESEARCH»

Abstract

The article reveals the essence of research competence of future teachers as an important component of their professional training and a necessary condition for effective pedagogical activity in the modern educational environment. It is proved that research competence is an integrative formation that includes a system of scientific knowledge, research abilities and skills, experience in scientific inquiry, motivational and value orientations, and the ability to think critically and reflect. The role of the course «Fundamentals of Scientific Research» in the process of its formation is substantiated, in particular through mastering the methodology of scientific cognition, assimilating the logic and stages of pedagogical research, as well as developing practical research skills.

The purpose of the article is to carry out a theoretical analysis of the essence of research competence of future teachers and to substantiate the specific features of its formation in the process of studying the course «Fundamentals of Scientific Research» in higher education institutions.

Research methodology. General scientific methods were used: analysis and synthesis – to study scientific approaches to the interpretation of research competence; comparison and generalization – to systematize researchers’ positions; theoretical reflection – to determine the specific features of forming research competence in the educational process.

Scientific novelty consists in clarifying the essence of research competence of future teachers as an integrated professional quality and substantiating the role of the course “Fundamentals of Scientific Research” in its purposeful formation through the combination of theoretical training, practical activity, and reflection.

Conclusions. The formation of research competence in future teachers is an important component of their professional training, ensuring the ability to scientifically comprehend pedagogical phenomena, independently search for effective ways of solving professional tasks, and implement innovative approaches in pedagogical activity. The effectiveness of this process depends on the holistic organization of the educational process, which involves the integration of theoretical training, practical research activity, and the development of reflective skills necessary for the professional self-development of the future teacher.