A model of readiness for research activity of students of pedagogical high school and teachers of educational institutions

Abstract

The paper is devoted to the consideration of the problem of finding approaches to assessing the level of formation of teachers’ readiness for research activities, as one of the important components of their professional practice. Recognition of the significance of the phenomenon under consideration in the educational sphere and the realization that the system of pedagogical support for research activities of future teachers in pedagogical higher educational institutions, and teachers in the system of raising their qualifications to some extent outdated, require their substantial renewal. In this connection, the problems of searching for approaches to the study of ways of forming teachers’ readiness for research activities become relevant, which makes it necessary to build a model of such readiness itself. The aim of the paper is to analyze the state and develop a model of readiness for research activities of students of a pedagogical higher educational institution and teachers of educational institutions. The main research methods are theoretical analysis of scientific and psychological-pedagogical literature devoted to the problem of research, testing of teachers of general educational institutions, bachelors and masters studying at a pedagogical university, methods of mathematical processing of statistical data. Means of researching the problem posed is criterion-based questionnaire-test tools, which allow to identify correlation dependencies between the indicators of the components of readiness for research activities and the levels of its formation. The study was conducted on the basis of the Krasnoyarsk State Pedagogical University named after VP. Astafyev with the participation of bachelors, master and teachers of educational institutions. The analysis of the state of the problem of research activities in the training of future teachers in a pedagogical university and teachers of educational institutions based on questionnaire and test diagnosed tools revealed correlations between the indicators of the four components in the structure of students’ readiness for research (motivational, cognitive, activity, reflexive) and levels this readiness (student, practitioner, theorist, research leader). The obtained dependencies and research data allowed to form a model of readiness for research activities of students of a pedagogical university and teachers of educational institutions, describing the degree of formation of each component at each level. The article materials may be useful for the organization of computer diagnostics of the readiness in question. Such diagnostics will not only allow automated identification of the level of readiness for research activities, but also give recommendations on the development of a particular characteristic, show how close the respondent is to the next level and what he needs to do to do this.

Individual Approach as a Basis for Language Teachers’ Competence in Research Activities

“…The analysis of scientific literature (Shadchin, 2012;Yarkova, 2013;Barkhatova et al, 2019) At different levels of education, in the implementation of the individual approach principle, the indicated components will have their own specific application. At each subsequent level of education from a bachelor's degree to a master's degree to a doctorate degree: 1) the material, problems, research directions shall become more complex;…”

“…An equally important objective is the training of a creatively thinking teacher that follows the principles of the scientific arrangement of his or her work, cognitiveretrospective and prospectivereflection in personal and professional development, analytical and synthetic skills in relation to the subject research gap, the ability to resolve problem situations (Matyushkin, 2017). Based on the analysis of modern researchers' articles, official documents and practice in arranging students' research work in Russian and foreign higher education institutions, including Moscow State Pedagogical University, there could be drawn a conclusion of an obvious popularity of the issues related to the formation and development of teachers' research competence (Barkhatova, Lomasko, & Pak, 2019;Chertov, Antipova, & Zhuravlev, 2019;Yamaguchi & Hall, 2017), attention to the methodology and methods of students' scientific research (Afanasyev, Gribkova, & Ukolova, 2020;Mokiy & Lukyanova, 2020;Harland, 2011;Robson, 2016) and joint research activities of teachers and students (co-authorship as a form of scientific cooperation) (Gehlbach, Brinkworth, & Harris, 2012;Payne & Monk-Turner, 2005;Northwest Nazarene University, 2017), as well as the relevance of considering the implementation of the individual approach as a basis for teachers' competence in research activities (Demchenko, 2013;Karavaeva, 2018;Antipova, 2019;Antipova, 2020;Getmanskaya, 2020).…”