ORGANIZATION OF SCIENTIFIC RESEARCH ACTIVITIES OF THE FUTURE TEACHERS OF PROFESSIONAL EDUCATION

Abstract

The article reveals the essence of the concept of «scientific research activities», the content and main features of the scientific research activities of master’s students. The man directions and man tasks of the scientific research activities of master’s students in higher education institutions are characterized. The influence of scientific research activities on the professional training of future vocational teachers is determined. Effective forms and methods that contribute to the formation and development of research activity skills of future teachers are identified.

The purpose of the article is to analyze the essence, content and forms of organization of research activities of higher education students in the context of their professional training.

Methodology. The study used general scientific methods such as analysis and synthesis to determine the development of the issue and the prospects for its research; observation of the educational process to determine the effectiveness of the formation of the studied phenomenon; systematization and generalization that made it possible to draw conclusions from the obtained results.

The scientific novelty is to clarify the essence of the concept of «scientific research activities» and to identify effective forms and methods that contribute to the formation and development of research skills in future teachers of professional education.

Conclusions. It has been found that the implementation of research tasks by master’s students in the study of educational components, during practice; performance of graduation qualification works; participation in scientific conferences, Olympiads, competitions; writing scientific reports, articles; participation in scientific circles contributes to the formation of interest in cognitive, creative and practical activities, increases the scientific activity of future teachers. Only such a future progressive teacher, who has constructive professional thinking, will be capable and able to carrying out innovative activities in an educational institution, when he or she is aware of himself or herself as a professional, has an attitude to creative perception of the existing innovative experience and its necessary transformation.