Approaches to programming the development of project-research competence of university teachers in the context of informal education

Abstract

The article explores the issue of developing the research competence of a higher education teacher in connection with the need to ensure the integration of educational and research components in the organization of the educational process. The relevance of this topic is substantiated in the context of transitioning to innovative educational standards and implementing a competency-based approach in the professional training of future specialists. Purpose. The goal is to present the approach, its theoretical justification, and summarize the experience of conducting a course of training sessions "learning through research" for teachers in the non-formal education system. Methods. Solving the tasks involved the use of a set of methods: analysis of literary sources, which made it possible to clarify the approach of various scientists to the interpretation and practical development of research competencies of subjects of the educational process; the questionnaire method, which made it possible to approximately determine the level of formation of research competencies of teachers - course participants, as well as the students with whom they work (for a more comprehensive understanding of the essence of the problem in the structure of the educational process of higher education institutions), to focus on the leading aspects of the course; the modeling method, which was used at the stage of designing the educational course, determining the logic of building the educational process, its content and technological support. Results. The author's approach to organizing the practice of improving a teacher's research competence using the possibilities of informal education is proposed. A training course/workshop "Learning through Research" for teachers of various specialties has been developed and tested, which provides for understanding the formula and mastering the basics of its practical implementation in the educational process, which is based on a competency-based, personally oriented basis.The logic of constructing the training course, as well as the main principles of its organization, is substantiated. The personal orientation of the course is ensured by elementary diagnostic methods aimed at actualizing the problem, as well as self-analysis in the context of problems that are defined as the subject of purposeful work during the classes. As an illustration, examples of building training classes are offered that contain a content, discussion basis, as well as a variant of practical tasks that aim to integrate the theoretical and practical components within the given issues. Conclusions. The course’s implementation and the results of basic diagnostic assessments confirmed the effectiveness of the proposed approach and instructional methodics. The findings also identified both achievements and challenges, providing a foundation for future course optimization.