FORMING RESEARCH CULTURE OF THE FUTURE TEACHER: META-COMPETENCE BASED APPROACH

Abstract

The article reveals the components of the system for forming the research culture of the future teacher from the point of view of the metacompetence approach: goal-oriented, axiological, operational and reflective components. The experimental work was organized on the basis of “Zerek” College (Kostanay) and the NJSC Kostanay Regional University named after Akhmet Baitursynuly. EG 1 consists of 3-4 year college students of the specialty “Pedagogy and methods of teaching language and literature of basic secondary education” (41 students) and EG 2 – 3-4 year students of the university (43 students) of the specialty “Foreign language: two foreign languages”. As part of the implementation of the system, a special course “Pedagogical Innovation” (72 hours) was piloted, aimed at developing the research culture of the future teacher with an emphasis on metacompetencies (pedagogical forecasting, interdisciplinarity of research in pedagogy, participative and digital competencies for the joint creation of innovative educational content). Empirical data indicate the increase in the level of formation of the research culture in experimental groups with different effects: the predominance of the increase in the level of axiological and reflexive components in EG 2 and operational ones in EG 1, accordingly. The results and conclusions obtained explain the different degrees of initial theoretical training of future teachers in the aspect of research culture and formation of three identified metacompetencies.