The aim of the study is to analyze the methodological bases for the development of students' research skills in pedagogical education. The importance of this analysis is determined by the fact that many graduates of pedagogical universities perceive scientific activity as the study and compilation of other people's ideas. The formation of students' research skills is impossible without understanding that scientific knowledge is a special and unique in many ways form of cognitive activity, which is based on the methodological rules of science and cannot be replaced by any other. The effectiveness of students' research practice is determined to a significant extent by the understanding that none of the questions the answers to which can be found within the existing body of scientific knowledge or in the process of everyday knowledge is a scientific problem. Since the ideality of all humanities, including pedagogical, research objects makes it impossible to use the methods of natural sciences in the study of these objects, it is necessary to develop not only students' ability to carry out empirical research of material products of culture and material aspects of human activity, but also to form the methodological basis for the study of the ideal content of these products and activities. The specificity of pedagogical research is that the practical use of their results is included in the complex process of interaction of social beings with consciousness, will and unique individual features, which any theoretical model cannot take into account and explain.

The aim of the study is to analyze the values-based and culture-congruent teacher training. The importance of this analysis is determined by the fact that poly-cultural society is a complex system formed by the interaction of different subjects which should identify themselves not only with their own cultures, but also with the culture of society as a whole system. It follows, that to be in accordance with culture of poly-cultural society pedagogy should embody the dialectic of individual and general features of many cultures. On the one hand, teacher training, which is consistent with culture, should support, develop, literallycultivate individual, special, unique qualities of a person, since culture as a specific way of life characterizes its subject as different from all other subjects of culture. On the other hand, to be in accordance with culture of poly-cultural society pedagogy should be based on a strict distinction between what is consistent with universal human culture, what unites people, makes them representatives of a single human race or a particular society as a whole system, and what is incompatible with culture as such in principle, never, under any circumstances. Culture-congruent teacher training will be able to solve the problem of organic unity of individual and general features in the formation of socio-cultural qualities of students only if the theoretical, methodological and methodical basis of training is the concept of fundamental values of Truth, Good and Beauty as universal senses of human existence embodied in the infinite variety of cultures.

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