The process of forming of future primary school teachers’ research skills in pedagogical theory and practice

Abstract

The article is devoted to the study the Ukrainian experience of organizing the process of forming the research skills of future teachers of elementary school.
The scientific interest to the process of forming the research skills of students of the specialty “Primary education” is markedly increasing during the years of independence of the Ukrainian state and scientific and technological progress, when there is a need in teachers who can not only teach, but also study, research and implement research results. The analysis of the scientific foundation shows that the formation of research skills of future primary school teachers is an important component of their vocational training and an actual topic of study. The researchers determined the content of research skills of students of the specialty “Primary education”, developed their structure and classification, determined the effective pedagogical conditions and the means of their formation. Research skills are an integral part of the research competence of the future teacher of primary school and his willingness to conduct pedagogical research, and hence – professional competence and readiness for future professional activity. The scientists identified 12 pedagogical conditions necessary for ensuring the process of formation of research skills; in the first place, we emphasize the importance of the following: the students’ awareness of the importance of mastering the skills of this type, the psychological and pedagogical competence of the teacher of higher school; orientation to the model of future students’ activity, integrated approach to the organization of the educational process; a combination of scientific and educational work. Scientists have theoretically substantiated and experimentally tested the application in the process of formation of research skills of the modular organization of training, independent work, educational role-playing, control of knowledge and skills, pedagogical practice, project activity. However, the New Ukrainian School in the context of educational reform requires updating the content of this process, seeking new approaches to its organization, among them – innovative and integrated, involving the introduction of innovative learning technologies (BYOD, SMART, STEM, STEAM), which are based on the integration of scientific methods of cognition, technological tools, hardware, math and art.