Abstract:
© 2019, Kazan Federal University. All right reserved. There is a contradiction in the system of pedagogical education between on the one hand, the objective demand for research-oriented training as a mean of forming research competence among graduates of pedagogical magistracy, and on the other, 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. This study aims to develop and justify the methodology of research-oriented training in the pedagogical education system. We hypothesized that 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. The study had three objectives: 1) to identify the essence and content of the concept of “methodology of training”; 2) to show the main characteristics of research-oriented training in the pedagogical education system; 3) experimental testing of the methodology of research-oriented training of undergraduates in the pedagogical education. The research methods included the theoretical analysis of scientific and pedagogical literature on the problem, generalization, transfer, abstraction, modeling, empirical testing through pedagogical experiment, and methods of mathematical processing of empirical data. The research shows that research-oriented learning in the modern pedagogical education system is formed as an independent didactic system, which has grown on the basis of the theory of problem learning and is aimed at the formation of students’ research competence. The methodology of research-oriented training in the pedagogical education system 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 structure (phases, stages, stages). Implementation of research-oriented training in accordance with the methodology proposed in the study contributes to the effective development of undergraduates’ research competence of “Pedagogical education. The study can inform researchers in the field of pedagogy and teachers of higher education, and to improve the development of students’ research competence, as well as teachers in secondary schools.
