Research competence of the future primary school teacher: structural components

Abstract

The basic structural components of future teacher’s research competence are defined in the article in the context of reforming Ukrainian education system (especially, high and primary school systems) bringing it closer to European standards, the introduction of a competency-based approach to the system of domestic education, as well as clarification of its essence and peculiarities, becomes of particular importance.
The article presents the results of theoretical study of the basic concepts concerning the research competence of future teachers of primary school, its component structure. Competency-based approach involves the orientation of the educational process to the formation and development of key competences of the individual, necessary in professional and social life, for example, research competence of future primary school teachers. The essence of the competence approach is the ability to teach a person to think critically, be able to adapt to changing world conditions, and to independently solve problems that may arise both in professional and in everyday life, based on the knowledge gained and their own experience.
Based on theoretical and methodological analysis of modern pedagogical researches, the four-component structure of research competence, which consists of motivational-value, information-content, activity-behavioral, evaluation-reflexive components, is proposed.
The research used general scientific methods of theoretical level: analysis and synthesis, problem-chronological, system-structural and comparative methods. This paper is the theoretical basis for further empirical research, outlined further directions of the study of this phenomenon.