Milash O.
FORMING THE RESEARCH CULTURE
OF
FUTURE TEACHERS
The problem of forming the research culture of future teachers acquires
the actual value in pedagogical science. Technologies of teaching which are
used not always enough stimulate students’ research activity and even the level
of their intellectual activity. Therefore, we consider it is important in the
process of professional training to form students’ research culture, to induce
them to creative scientific activity. The purpose of the article is to analyze
the bases of students’ research culture as future teachers.
We
consider that the process of forming the research culture of future teachers
allows defining the optimum methods of decision of existent contradictions
between:
־
development of society, changes, which take place in the state, and
level of students’ preparation;
־
increase the amount of information in the conditions of development of
market relations in society and ability to master the perceived information;
־
order from the state for future teachers which have formed research
culture and insufficient solving this problem in pedagogical theory and
practice.
A research culture, I. Sencha’s determination, is a personal foundation,
that provides the inclusion of a man into research activity and it considers a
part of general culture that gives a possibility to acquire new knowledge, to
become its creator.
A researcher on
the basis of analysis of scientific works on the problem of forming culture and
values exposes two forms of existence the research culture, public and
personal, determines its essence as one of modifications of general culture of a
human that is selected by the phenomenon
of research culture.
The research culture is the integral foundation, which is formed and developed in the process
of activity in a certain professional sphere and understood as a system of
norms and methods of cognition of its essence, methods of realization and
perfection, counts I. Sencha.
The objection does not cause circumstance that a
researcher considers existence of research culture as a public part of general
culture of a society, and at the same time as a part of certain professional
culture.
It is sure, in the first case it is the system of
norms of research activity of a human, in the second, the research activity of
a specialist within the limits of selected profession. Mastering the public
research culture means its forming in the personal form of existence. Thus the
research culture of a person is a part of his professional and general culture,
depending on the display, in the field of selected profession.
The
research culture is determined as:
־ certain method and result of creative
self-realization of a specialist in innovative activity;
־ personal property and certain degree of domain
by the methods of decision of pedagogical tasks;
־ capabilities which appear in creative
professional activity and characterize the features of consciousness,
professional thought;
־ source of new knowledge and
abilities, which provide creative professional development, aspiration to
self-perfection.
By the functions future teacher’ research culture, in our opinion, come
forward:
־ creative, consists
in determination of ways and facilities of development of professional
activity;
־ significant,
determination of meaningfulness of perfection and development of professional
activity;
־ imperative,
determination of norms, standards, technologies of conducting of the
professional and oriented researches necessary for the improvement of both
professional and research activity in a professional sphere;
־ adaptive, consists
in determination of space for self-affirmation and self-realization of a specialist,
subject of professional activity;
־ developing,
determination of ways and methods of development of a specialist as a
professional.
The personal research culture of future teacher is
characterized as research activity in the field of selected profession; forming such a
culture supposes transition of normative basis of research activity in
individual style of its implementation, and in this case the individual style of research activity of a
student is an integral description of his personal research culture.
We consider that the basic stages of the process of forming research
culture of future teachers are:
־ cultural
environment;
־ socialization;
־ authentication.
Cultural environment is bringing the students to the research culture,
forming research knowledge, abilities and skills during the theoretical period
of teaching. Socialization is forming students’ research knowledge, abilities
and skills during the practical period of teaching, mastering of experience of
research activity. Authentication is awareness the students’ public and
personal meaningfulness of research culture.
The
research culture is a necessary description of a future teacher. In the process
of forming students’ research culture their educational research activity is
necessary to demonstrate many forms and methods of work, adequate reaction on
the permanent changes which take place in society, initiative, creative capabilities,
production ability and inculcate new ideas.
The research abilities and skills are the heart
of structure of forming students’ research culture. Classifying research
abilities and skills, the researcher O. Mirgorodskaya in the structure of
each selects the following components:
a) intellectual constituent (ability and not
only to perceive skills the information and adopt social experience but also to
convert them by the analysis, synthesis, systematizations, establishments of
cause-and-effect communications, advancement of hypothesis);
b) practical constituent (abilities and skills
to apply theoretical positions of separate educational disciplines in
accordance with the tasks of learning process, ability to get new information
from various sources, ability to work over and design obtained information by
different methods);
c) self-organization and self-control (ability
to organize own activity, to determine methods, facilities, sequence and term
of the job processing, ability to estimate quality of the implementation).
A researcher suggests uniting all research abilities and skills which a
future teacher must capture, in a few groups:
־
operating research abilities and skills, the ability to analyze and
synthesize scientific information, systematize and classify, to select main and
substantial, to establish cause-and-effect connections, to
generate ideas, to pull out hypotheses;
־
organizational research abilities and skills, the ability to plan
research work, to apply the receptions of self-organization and self-control
in research activity;
־
communicative research abilities and skills, the abilities and skills to
apply the receptions of collaboration in the process of research activity, to
operate by style of business scientific intercourse, to carry out mutual help
and control;
־
practical research abilities and skills, the abilities and skills to
look after and describe facts and phenomena of reality, to conduct experimental
researches, to work with scientific literature, ability to carry out the informative
search, to analyze facts and phenomena by various methods.
The
researcher N. Nedodatko determines that educational and research abilities
and skills are complex psychical formation (synthesis of actions intellectual,
practical, self-organization and self-control, mastered
and fastened in the methods of activity) which lies in the basis of readiness
to the cognitive search and arises up as a result of management by educational
and research activity.
In her works she exposes the structure of educational
and research abilities and skills which include:
־ intellectual component (knowledge, mental operations of analysis and
synthesis, comparisons, generalizations and systematizations, abstracting,
design, ability of description the objects, which are studied or observed,
inductive conclusion and establishment of cause-and-effect communications,
raising the problem and advancement of hypothesis of its decision, search and
use of analogy, deductive conclusion and proof);
־ practical component (use of educational, reference and additional
literature, selection the materials for the experiment, registration the
results of a research as the graphs, tables, diagrams and etc.);
־ self-organization and self-control (planning the work, rational use of
time and facilities of activity, adjusting and alteration of the actions,
self-control of the results, self-appraisal).
At the
end of the research we came to the conclusion, that the research culture of a future
teacher is an integral part of his general culture, in the process of forming the
research culture it is necessary to take into account its basic functions,
stages. Research abilities and skills are the heart of research culture.
Research abilities and skills carry an
integrative character, as a
synthesis of two groups of abilities and skills: search and research. In the
structure of every research ability and skill the intellectual and practical
parts, self-organization and self-control are selected.
Forming the research culture is impossible without implementation by the
students’ research work.