Theoretical and methodical foundations and educational practices for the development of project and research activities of the future teacher

Abstract

Abstract. The article examines the problem of defining the theoretical, methodological, and practical foundations for the development of project-research competence of future teachers. The purpose of the article is to clarify the essence of project-research competence of future teachers, its most characteristic features, and methodological approaches to ensuring the effectiveness of its practical application. Methods. The analysis of scientific literature made it possible to examine various scholarly approaches to interpreting project-research competence as readiness for this type of activity in a future profession; to determine its structural organization and the specific features of integrating research and project processes. Systematization and generalization enabled the formulation of the author’s interpretation of the concept. Modeling methods made it possible to identify methodological conditions and to develop a set of specific educational practices for their effective implementation in the educational process. Results. As a result of the theoretical analysis of the problem of developing research and project (integratively – research-project) competence, the essence of the concept was clarified, emphasizing its integrative nature and defining it as the ability to design based on research, implemented through a full cycle of research processes and supported by appropriate diagnostic tools. Based on the theoretical analysis, key positions and algorithms for programming the process were identified, with particular attention to the initial stage, and innovative educational practices were tested. Conclusions. The essence, fundamental approaches, and methodological foundations for the development of future teachers’ project-research competence have been theoretically substantiated, and contemporary practices for its practical implementation have been presented. The synthesis of theoretical and applied studies has confirmed the relevance of the selected approach and identified the key provisions that ensure the effectiveness of the process at the levels of methodological support and practical implementation. The developed algorithms outline the logic of forming this competence and provide its content- and technology-based support.