Категорійний аналіз поняття «дослідницька компетентність учителя»

Abstract

У статті здійснено категорійний аналіз поняття «дослідницька компетентність учителя» на основі огляду психолого-педагогічної літератури; окреслено підходи до трактування поняття «дослідницька компетентність учителя»; визначено та схарактеризовано структурні компоненти дослідницької компетентності вчителя, зокрема, науково-дослідну діяльність, дослідницькі вміння (інтелектуальні та практичні), дослідницькі здатності.

The author studied the different approaches to the definition of research competence. Different authors give different explanations in this concept. Laws of Ukraine basically have competence. Without the development the teacher will not be able to give students a quality education. Science is developing very rapidly, and the modern teacher has to learn new things. He/she must have knowledge, skills, and form motivation for scientific research and apply in practice. The term of research competence is not mutually exclusive, but complementary. And most scientists emit not only knowledge and skills in the structure but also the cognitive part, the system of values, attitudes, and behavior. This research competence is different from the research work. Having studied the psychological and pedagogical literature, we concluded that the research competence is the quality of the individual, which combines research knowledge, skills, and is connected with an irrational component. Intuition, imagination, thinking outside the box is always included in the research competence. And they should coincide with the components of the research activities. There are important intellectual skills of the teacher, such as the analysis, definition of the main concept, comparison, generalization, systematization and classification. As well as practical - information processing, organization of the experiment, observation, and further usage of the results. In addition to intellectual and practical research skills, this competence includes the ability to research, such as a creative approach to problem solving and lateral thinking, smart mobility, choice of effective methods of investigation, self-criticism and self-control. After-graduates of the Universities receive research knowledge and skills, and develop their own need to practice. So, they will provide scientific nature of their work, explaining phenomena and processes, defining logical connections between phenomena, drafted with the help of scientific research methods. The teacher should have the research competence and continuously develop it, not only himself, but also in the system of postgraduate education.