FORMING THE RESEARCH COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN THE PROCESS OF STUDYING THE DISCIPLINE “BASICS OF PEDAGOGICAL RESEARCH”

Abstract

The article theoretically substantiates and structures the problem of forming the research competence of future primary school teachers in the process of studying the discipline “Fundamentals of Pedagogical Research.” The relevance of the study is determined by the need to modernize the professional training of students majoring in “Primary Education” in accordance with the requirements of the competency-based approach and the ideas of reforming primary school, where the teacher acts as a facilitator, analyst, and researcher of the educational process.
The purpose of the study was to clarify the essence of the concept of “research competence” and to substantiate a model for the formation of research competence in future primary school teachers in the course “Fundamentals of Pedagogical Research.” To this end, we outlined the following tasks: 1) to theoretically substantiate and structure the problem of developing the research competence of future primary school teachers; 2) to clarify the essence of the concept of “research competence of a future primary school teacher” as an integrative professional quality; 3) to develop and substantiate a structural and functional model for the formation of research competence.
Based on the analysis of domestic and foreign scientific sources, the essence of the concept of “research competence of future primary school teachers” as an integrative professional quality combining motivational-value, cognitive, operational-activity, and reflective components has been clarified. The structural characteristics and key features of this competence have been identified, considering the specifics of the educational process in grades 1–4.
A structural and functional model for the formation of research competence has been developed, covering the target, theoretical and methodological, content, procedural and technological, and diagnostic and results blocks. The pedagogical conditions for its implementation have been substantiated: the integration of mini-research into professional disciplines, the organization of student research projects, the creation of a research-oriented educational environment, and adherence to the principles of academic integrity. Criteria, indicators, and levels of research competence development are proposed, which ensure the possibility of its objective assessment.
We believe that the comprehensive implementation of the proposed model contributes to the integration of theory and practice, the formation of evidence-based thinking, and the professional readiness of future primary school teachers to conduct pedagogical research.