DEVELOPMENT OF EDUCATIONAL, AND RESEARCH CULTURE OF FUTURE TEACHERS: MODEL, PEDAGOGICAL CONDITIONS AND EXPERIMENTAL RESULTS
Abstract
The article examines the formation of educational and research culture as an essential component of the professional development of future teachers. Educational and research culture is interpreted as an integrative personal characteristic that combines methodological, intellectual, informational, and creative components and determines the quality of professional training in higher education. In the context of modernization and reform of the education system, special attention is paid to the development of students’ research skills, reflective abilities, and readiness for self-development. The study substantiates a structural-content model for the formation of educational and research culture, including motivational, cognitive-semantic, activity-predictive, and reflective components. The effectiveness of the proposed pedagogical conditions was experimentally verified through the implementation of a system of creative research tasks, problem-based lectures, and an elective course titled “Planning and Organization of Scientific Research.” The results of the pedagogical experiment demonstrate significant positive dynamics in the experimental groups compared to the control groups. The findings confirm that purposeful integration of research-oriented methods into the educational process contributes to the effective formation of educational and research culture among future teachers and improves the overall quality of professional training at the university level.