Problem vision as an element of methodological culture of a researching teacher

Abstract

Introduction. Training highly qualified personnel has long been in the focus of attention of research and teaching communities. Building methodological culture among postgraduate students, or future researching teachers, is one of their important tasks. The purpose of this study is to identify the presence of methodological culture among first-year postgraduates. Methodological culture is the ability to identify problems of higher education science. Materials and methods. Didactic testing and observation were used to perform the research. Problem ranking in higher education science made it possible to identify the priority areas for postgraduate students to solve professional and educational problems. Results. A range of problems, which are, in the opinion of postgraduate students, relevant to higher education science, was identified. Problem ranking was performed, and preferences of postgraduate students (choices that underlie solutions) were revealed: teacher’s professional skills, quality of education, career guidance, choosing a career, and personal development of students. The analysis of problems can serve as the basis for enhancing the system of training highly qualified personnel. Conclusions. Some of the problems represented organizational difficulties which were subjective by nature. The problems were relevant for postgraduate students only, they had nothing to do with research. However, the emphasis on the above-mentioned difficulties revealed insufficient psychological and pedagogical training of future researching teachers, and it can be explained by their professional focus on civil engineering. Their training can be improved by updating the content of academic disciplines, included into principal professional education programs, and launching special courses compiled at the request of postgraduate students to satisfy their educational needs. It is noteworthy that individualization of training and tutoring, which are relevant both for postgraduate students and the education science, needs the efforts of the faculty, the university management team, and researchers in charge of new education practices.