Methodology of Research-Oriented Training in the System of Pedagogical Education

Abstract

The article is devoted to the topic, the relevance of which is due to the contradiction in the system of pedagogical education: between the objective demand for research-oriented training as a mean of forming research competence among graduates of pedagogical magistracy, on the one hand, and their lack of readiness for the design and implementation of research-oriented training due to the lack of development in didactics goals, principles, forms, methods and means of designing such training. The purpose of the study: to develop and justify the methodology of research-oriented training in the system of pedagogical education. Research hypothesis: the effectiveness of research-based learning will increase if the process of its design and implementation is based on a system of knowledge about the methodology of training and the essential features of research-based learning. Objectives of the study: 1) to identify the essence and content of the concept of "methodology of training"; 2) to reveal the main characteristics of research-oriented training in the system of pedagogical education; 3) experimental testing of the methodology of research-oriented training of undergraduates in the direction of pedagogical education. Research methods: theoretical (analysis of scientific and pedagogical literature on the problem, generalization, transfer, abstraction, modeling), empirical (testing, pedagogical experiment); methods of mathematical processing of empirical data. The paper shows that research-oriented learning in the modern system of pedagogical education is formed as an independent didactic system, which has grown on the basis of the theory of problem learning and aimed at the formation of research competence of students. The methodology of research-oriented training in the system of pedagogical education is the doctrine of the organization of research activities of students, including a system of knowledge about its logical (features, forms, methods, tools) and time (phases, stages, stages) structure. Implementation of research-oriented training in accordance with the methodology proposed in the study contributes to the effective development of research competence of undergraduates in the direction of "Pedagogical education". The influence of group, pair and individual forms of organization of research-oriented training on the effectiveness of the formation of research competence of students. The results of the study can be used by researchers in the field of pedagogy, teachers of higher education, to improve the development of research competence of students, as well as teachers of secondary schools.