Historical aspects of the problem of future teachers’ scientific-research culture formation

Abstract

The article substantiates the topicality of the research problem, proves that a future teacher's scientific-research culture is becoming an important phenomenon in the context of modern ideas about culture under the conditions of fundamentalization of education, variable and polycultural character of educational systems, intensive growth of volumes of scientific and pedagogical information, frequent changes in scientific paradigms and pedagogical technologies, rapid renewal of scientific knowledge system. On the basis of narrative, historical-genetic and chronological methods the historical aspects of the problem of formation of future teachers' scientific research culture are covered. The coverage creates a methodological basis for its solution, makes it possible to trace the dynamics of the problem development. It is concluded that still in the eras of Ancient Civilizations and Classical Antiquity the requirement for educating a person capable of searching for the truth, who is able to "learn great-mindnedness", came to the fore. The Renaissance Period was characterized by the tendencies aimed at raising the status of an educated person capable of independent thinking, critical judgment, research, self-education, self-cognition. The main requirements of pedagogical education of the Enlightenment Period are the cultivation of scientifically meaningful knowledge, activation of a person's mental forces, his self-disclosure through scientific knowledge, the evolution of pedagogical training of teachers, at the core of which there is scientific work. The main slogan of pedagogical developments of the first half of the XX century was to apply heuristic, research, and experimental methods as the means of formation of thinking skills, intellectual activity, and self-education. The second half of the twentieth century was marked by the systematization and generalization of knowledge on the methodology and methods of pedagogical research, organizational and practical principles of research training in secondary and higher school. However, the systematic study of various aspects of teachers' scientific research culture, the issues of pedagogical science methodology become especially important only at the beginning of the XXI century.

The specifics of creating foreign language environment as a successful journey in educational process

“…"Implementing successfully functioning models of joint educational programs and networking cooperation between universities" (9) throughout the world may also help to improve many aspects of educational process we have to deal with nowadays. And frequent changes in scientific paradigms and pedagogical technologies are inevitable, reflecting "rapid renewal of scientific knowledge system" (26). Probable changes in the content of pedagogical education can cause: "management of educational and pedagogical activities on the principles of dialogue and mutual respect; educational space as a culturally appropriate, multicultural environment; learning technologies as human-dimensional, innovative, value-oriented" (25).…”