Development of research competence in future vocational education teachers during practical training

Abstract

The relevance of the research problem is substantiated in the context of the full-scale war that has continued since 2022, presenting new challenges for the education system. These challenges necessitate the training of highly qualified, competent, and adaptable professionals. A key priority for higher education institutions is the development of future educators' ability not only to transmit knowledge but also to engage independently in research activities, analyze, and solve complex professional problems. Purpose. To analyze current scientific studies on the formation of research competence in vocational education teachers during their practical training. Object of the study: the analysis of the specific features of developing research competence among future vocational education teachers in the context of practical training in higher education institutions. Methods. The study employed theoretical analysis of academic literature, legal and regulatory documents, as well as generalization, systematization, analysis and synthesis. Theoretical modeling was also used to conceptualize the development of research competence in future vocational education teachers. Results. The concept of "research competence of vocational education teachers" is characterized as a reflection of their readiness to independently conduct scientific research, analyze pedagogical phenomena and processes, and implement innovative approaches in professional practice. The study analyzes the specific aspects of forming research competence during practical training. It is demonstrated that the development of research competence is a necessary condition for ensuring educational quality, as it fosters critical thinking, the ability to independently solve professional problems, and the integration of innovative approaches into the educational process. Research competence significantly expands opportunities for the development of analytical, reflective, and experimental skills in real educational environments, laying the foundation for the formation of teacher-researchers. Moreover, it ensures teachers’ readiness for continuous professional development and adaptability to changes in the education sector. It is an essential component of vocational teacher training, ensuring their ability to conduct effective research and contributing to the enhancement of the educational process. Practical training of higher education students enables them to acquire the professional knowledge, skills, and abilities necessary to fulfill the professional responsibilities of future vocational education teachers. It aims to develop professional competencies, ensure the acquisition of appropriate professional roles and functions by students, and includes specific content and tasks. Practical training is organized in accordance with the principles of continuity and consistency, tailored to the level of educational attainment, ensuring the gradual mastery of the knowledge and skills necessary for effective professional development. The study reveals that research activity is a purposeful and systematically organized process grounded in the principles of creative freedom, independent knowledge acquisition, and active engagement in cognitive activity. As a result of such activity, key characteristics of a researcher are formed, including the ability to generate new ideas, make decisions under non-standard conditions, and gain personal experience of creative interaction with research subjects. The experience gained through participation in research and exploratory activities during studies at higher education institutions serves as an important foundation for the successful implementation of research-related professional tasks by future vocational education teachers. It also fosters their pedagogical readiness to effectively support the cognitive activity of students.