Methods of Forming Research Competence in Future Teachers of History and Social Sciences

The training of future teachers of history and social science disciplines is a complex process that requires them not only to acquire certain knowledge and skills, but also to develop research competence. This article is devoted to the analysis of methods of formation of research competence in future teachers of history and social science disciplines. It examines various approaches and strategies used in educational practice to increase the level of research skills and abilities of students. Innovative methods are analyzed, including project activities, problem-based learning, practical exercises and other forms of active learning. In particular, attention is paid to the importance of using interactive methods that stimulate independence, a creative approach to problem solving, and the development of critical thinking. The analysis of the presented methods helps to determine the optimal strategies for the formation of research competence in future teachers of history and social science disciplines, which can contribute to the improvement of the quality of education and the training of highly qualified specialists in this field. Reforms implemented in the field of education in Ukraine led to a change in the educational paradigm, established new requirements for the quality of the educational process and its results. This requires the teacher to master new functions, master the new content of activities, as well as search for and implement modern teaching methods and technologies. In addition, it is necessary to build an educational process based on the results of one's own research activities and systematic research work of students. A modern teacher who implements the requirements of the research paradigm of education must constantly develop professionally, focusing on the educational needs of students. This means that each of them must apply scientific research methods to determine the individual characteristics of each student, as well as develop optimal teaching methods based on the analysis of scientific information, design and experiment. The task of the New Ukrainian School involves building an educational process based on the results of personal research. Such increased requirements for the implementation of the teacher's professional activity require him to develop research competence. The problem of forming the teacher's research competence has already been reflected in many scientific publications. However, the question of the formation of the teacher's research competence in the conditions of the research paradigm of education development, the main features of which are the implementation of an individual research trajectory by the teacher, the systematic involvement of students in research activities, has not been sufficiently studied and requires additional research.