The main purpose of this article is to develop a model and prepare methodological foundations for forming the research competencies of future physics teachers, demonstrated through the example of X-ray diffraction. The work examines the methodological basis for developing research competencies in prospective physics teachers. The research was carried out using X-ray diffraction, identifying effective ways to introduce research orientation into the teacher training process. During the pedagogical experiment, the authors developed a special STEM-based course, “X-Ray Diffraction,” describing its structure and content. The experimental work was conducted at S. Amanzholov East Kazakhstan University and Khoja Ahmed Yassawi International Kazakh-Turkish University. Participants included university lecturers, bachelor’s and master’s students, and school teachers from East Kazakhstan and Abai regions. The findings showed that the level of research competencies among prospective teachers was insufficient. The proposed methodological model consists of four components: target, structural–content, practical, and diagnostic–result. This model ensures the integration of theoretical knowledge and practical skills, contributing to the formation of research thinking and research culture. The special course includes lectures, laboratory activities, independent work, and research tasks. The developed methodological system improves the professional preparation of future physics teachers, increases interest in research activities, and facilitates the integration of physical experiments into the educational process. A methodological model for developing research competencies through the example of diffraction phenomena was created. A set of laboratory works using an X-ray diffractometer was developed. A pedagogical experiment was conducted to test the hypothesis, and its results were substantiated.
Skakov et al. (Thu,) studied this question.