НАУКОВО-ДОСЛІДНА ДІЯЛЬНІСТЬ МАЙБУТНІХ ВИКЛАДАЧІВ У ПРОЦЕСІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ

Abstract

The article reveals the main areas of scientific research activity of future teachers in higher education institutions. Research activity is a means of training a new type of specialist and an important condition for the development of a creative, proactive future teacher with an orientation towards constant knowledge, a desire to determine the essence of any phenomenon, search for the best means of solving professional problems, constant experimentation, self-analysis and self-evaluation. Participation in research activities develops in future teachers a reflection of their own life and professional needs and interests, which is carried out in the process of professionally oriented research tasks, which ensures objectivity and forms a critical and constructive attitude towards oneself, helps to realize one's compliance with the requirements of the profession and scientifically -research activity, when the future teacher acquires the skills of independent understanding, finds meaning and ways of self-improvement in this activity. Research activity satisfies the needs of the future teacher in achieving success, self-knowledge, self-realization, in understanding the content of his activity, in a systematic vision of his prospects. The shift of emphasis from teaching to the organization of student learning as an independent systematic self-educational activity, which is only accompanied and supported by the teacher, becomes one of the most important guidelines for substantiating the content of the training of highly qualified pedagogical staff, defining its strategic goals and guidelines. The shift of emphasis from teaching to the organization of student learning as an independent systematic self-educational activity, which is only accompanied and supported by the teacher, becomes one of the most important guidelines for substantiating the content of the training of highly qualified pedagogical staff, defining its strategic goals and guidelines. Therefore, it is necessary to promote the strengthening of the role of scientific activity in the professional training of future teachers; to ensure the joint participation of students and teachers in the performance of specific research works; create conditions for creative scientific growth of students; to stimulate their development of sustainable professional interest in scientific work; integration of educational and research activities of students; intensification and individualization of the educational process.