Abstract
The article reveals the essence of a future teacher’s scientific-research culture on the basis of polyparadigmal approach. It enabled to outline the features of functioning and development of this personal phenomenon in a multidimensional socio-cultural scientific and educational environment cohesively and systematically basing it on multidisciplinary strategies. It is concluded that the formation of a future teacher’s scientific-research culture will ensure rapid reaction to the conditions and requirements of pedagogical science, the high level of “metaknowledge” and “metaskills”, the achievement of which takes place in the process of mastering various scientific methods, the rapid adaptation under the conditions of frequent changes in scientific paradigms, finding fundamentally new ways of solving scientific problems. This can be achieved owing to mastering professional personal qualities (theoretical thinking, scientific style of thinking, methodological consciousness, self-awareness) and technological mechanism of scientific-research activity on the integrative basis
Highlights
The article reveals the essence of a future teacher’s scientific-research culture on the basis of polyparadigmal approach
The need for radical changes in science and education at the global level correlates with the leading directions of the development of the national educational space in order to achieve the effectiveness and competitiveness of professional education, the creation of an integrated through-system for attracting future teachers to different vectors of scientific inquiry, along with solving a range of problems dealing with higher education fundamentalization and universalization, which needs understanding the phenomenon of a future teacher’s culture as a personal creation under the conditions of the renewed higher pedagogical education
The philosophical understanding [5; 7] of basic definitions of the concept of “science” allows us to focus on such provisions as: a) science is a cognitive, scientific-research activity that does not exist outside the social forms of its organization, embodied in a culture of a particular type; the result and purpose of such activity is scientific knowledge, characterized by systemic organization, explanatory and predictive capacity; b) science is the scientific knowledge that is viewed as a state of consciousness and a condition for scientific thinking that directs the scientific inquiry, filling it with new information
Summary
The article reveals the essence of a future teacher’s scientific-research culture on the basis of polyparadigmal approach. Let us put forward our own definition of the concept of “scientific-pedagogical research”: it is the process and result of new knowledge acquisition and production, which is ensured on the integrative basis with the whole range of scientific methods of cognition and aimed at solving theoretical and practical problems in order to increase education efficiency, as well as enrich a modern teacher’s personal and social experience.
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