Interactive technologies as a means of activation of the process of formation of research competence of future phds in the conditions of postgraduate studies

Abstract

Today, the main goal of professional education includes training a qualified specialist of the appropriate profile and level, competitive in the labor market, responsible, competent, fluent in the profession and aimed at success in various fields of activity, capable of continuous professional growth, professional and social mobility; possesses communicative, social, information-technological and other types of competence. This actualizes the presence of future PhDs professional competence not only in the framework of teaching activity, but also in a wide range of issues related to the research component.

The purpose of this article is to determine the possibilities of interactive means in the process of formation of research competence of future PhDs in the conditions of postgraduate study.

The objectives of this paper were to determine the meaning of the key construct of the article – «interactive technologies», to analyze the main interactive methods that can be used in the process of formation of research competence of future PhDs and to justify their feasibility.

The complex of methods to solving the problems of scientific paper such as theoretical analysis and synthesis of ideas, results, theoretical statements (explained in scientific literature),  generalization and systematization of the results of available investigations of highlighted issue was used. 

Study results. It was determined that interactive technologies assume the construction of the educational process through constant active interaction of all participants, in which all of them are equal subjects.

Interactive technologies are one of the most important directions in the training of a wide range of specialists in the graduate school and increasing the efficiency of postgraduate education. The use of interactive technologies in the learning process contributes to the formation of competencies, mental abilities of applicants, their holistic understanding of phenomena and processes, development of the ability to think logically and inclusion in the process of active communication.

The article defines the necessity of introducing interactive technologies in order to improve the effectiveness of training in the conditions of postgraduate studies. Specific examples of the application of interactive techniques to stimulate future PhD students' research thinking, critical analysis and independence are highlighted.

Conclusions. It is argued that interactive techniques promote active involvement of PhD students in scientific research, increasing their motivation and deepening their understanding of scientific concepts.

It is emphasized that the use of interactive technologies helps to make learning more accessible, interesting and effective, and contributes to the formation of competencies necessary for successful performance of research tasks.