The article analyzes the experience of introducing a research teaching method using IT and STEM technologies in institutions of general secondary education based on the implementation of the all-Ukrainian project “I am a researcher”. The concepts of educational and research activities, the readiness for its implementation and various aspects of the organization of such activities in the educational process are considered. The theoretical and methodological components (motivational-value, cognitive, practical-activity, reflexive-evaluative) of students’ readiness to carry out educational and research activities and teachers’ readiness to organize such activities have been determined. The levels of the readiness for research activities are characterized: high, sufficient and basic. The results of studies of the state of readiness for research activities of applicants for education using IT and STEM technologies for certain components, indicators and levels are presented. The article presents a description of the pedagogical conditions for the introduction of a research teaching method using IT and STEM technologies in general secondary education institutions as: the improving the content of educational provision and creating modern educational content based on the research teaching method and STEM approaches; development and implementation of a set of management decisions in experimental institutions on the basis of partnership interaction not only of all participants in the educational process, but also of local authorities, employers, business representatives and other stakeholders; creation of scientific and methodological support for the training of teachers and their acquisition of practical experience in the development of research competence of applicants for education based on STEM and IT approaches; participation of school teams in various festivals, competitions, competitions, other motivational STEM events and research areas. The complex of innovative educational products is presented, which includes educational and teaching aids of the I-researcher series for the middle level of education, the didactic system of natural-mathematical primary education “I am a 2.0 researcher” in the first cycle of primary school. The article reflects the promising trends in the further implementation of the research method of teaching using IT and STEM technologies in institutions of general secondary education on the basis of the didactic system of natural and mathematical primary education “I am a researcher 2.0”.

The article presents the relevance of forming the professional skills of teachers of general secondary education institutions in the context of STEM education development. The study of this problem contributes to the effectiveness of the introduction of innovations and the fulfillment of educational and educational tasks by educational institutions at a high quality level. The content of the article reveals in detail the teacher's pedagogical activity, its types, principles and functions, structural components and levels of formation, professional characteristics of the teacher as an element in the education system. The longitudinal study of the levels of formation of the structural components of pedagogical activity (projective, organizational, communicative, gnostic) of teachers of general secondary education institutions has highlighted the positive impact of STEM education on professional development. STEM education has become a tool for the effective realization of teachers' creative potential to update didactic methods, tools, forms and principles of teaching. The strengthening of the role of STEM education has led to teachers' motivation to teach integrated subjects of the natural sciences, mathematics, and humanities, which also contributed to the improvement of the study results. The development of teachers' professional skills is facilitated by participation in various events at the regional, national, and international levels. At such events, educators not only gain new knowledge, access to new resources, but also have the opportunity to present their own work and exchange new thoughts, ideas, experiences, as well as find solutions to develop a STEM education model for the systemic development of an educational institution.

Відомості про автора: Горбенко Світлана, кандидат психологічних наук, доцент, старший науковий співробітник сектору науковометодичного забезпечення STEM-освіти відділу STEM-освіти Державної наукової установи «Інститут модернізації змісту освіти», Київ, Україна. У колі наукових інтересів: проблема соціалізації дітей з особливими освітніми потребами, особливості організації та впровадження STEMосвіти у закладах освіти. Василашко Ірина, завідувач сектору інноваційних форм та методів діяльності педагогічних працівників відділу STEM-освіти Державної наукової установи «Інститут модернізації змісту освіти», Київ, Україна. У колі наукових інтересів: проблема соціалізації молоді, інноваційних методів діяльності педагогічних працівників, особливості організації та впровадження STEM-освіти у закладах освіти.