Проєктно-дослідницька діяльність учителя початкової школи у контексті вимог нуш

Abstract

The article reveals some substantive and procedural aspects of project and research activity of primary school teachers in the context of the requirements of the New Ukrainian school. Identified semantic concept design and research activities – the basis for disclosure of its content via characterization of the components of the designated phenomenon «procta activity» and «research activities». Stated the presence of various scientific positions regarding the basics of project activities as innovative teaching technologies, diversity of views on the interpretation of the concept of «research activity» in the plane of the process, productive, and combined approaches. Clarified interpretation of the concept of «project development activities» for resent and semantic, and procedural correlation and complementarity of the components of the phenomenon being studied, their similarities and distinctions. Generally, according to the conceptual provisions of the New Ukrainian school modern teacher needs constantly to develop professionally, to focus on the educational needs of students to have creative freedom, the ability to explore problems, to make decisions on a rational basis, to have individual research trajectory of professional activity, which brings a new level of value relevance research paradigm in the formation of research competence of primary school teachers as the prospects for further research. Different approaches to clarifying the essence, semantic field of the category «design and research activities» through the characteristics of the components of the phenomenon «project activities» and «research activities», their basis, commonality and difference, the possibility of integration. It is substantiated that the use of the concept of «project-research activity» in the context of the professional activity of a primary school teacher only emphasizes the research nature of the project method. Undoubtedly, in accordance with the conceptual provisions of the New Ukrainian School, a modern teacher must constantly develop professionally, focus on the educational needs of students, have creative freedom, the ability to explore problems, make decisions on a rational basis, have an individual research trajectory. This brings to a new level of relevance the importance of the research paradigm in the formation of design and research competence of primary school teachers, with which, in fact, we associate the prospects for further research.