Determination of Components of Scientific and Research Competences of Primary and Basic School Teachers in System «teacher – Students»

In the article, on the basis of current normative documents for general secondary education institutions, the professional competencies that are common to primary and basic school teachers and determine their research activities are selected. Based on modern psychological and pedagogical research, the differences between the concepts of "research activity" and "research activity" of a teacher are substantiated. An analysis of the peculiarities of primary and basic school students' learning was carried out to identify the components of scientific and research competences of secondary school teachers. The professional activity of pedagogical workers, which is aimed at organizing the research work of students in the system of pedagogical interaction "teacher-students", is considered. On the basis of the State Standard of Primary Education, the Standard Educational Programs of Primary Education for the first and second cycles of education, the competences of the primary school teacher are determined, which allow organizing the research activities of younger schoolchildren when teaching subjects of the natural and mathematical cycle ("Mathematics", "Design and Technologies", "Informatics") and the integrated course "I explore the world". Based on the content, expected results and types of educational activities regulated by the Model Curriculum for Basic Schools in Science, Informatics, and Technological Educational Fields, it is argued that the basis of the organization of research activities of elementary and basic school students in the system of professional interaction "teacher-students" – subject-methodical competence of teachers, which is a component of their professional competence and scientific-research competences. It has been analyzed that the method of forming the research competences of primary and basic school students will differ, as it requires the ability of pedagogical workers to adapt the content and tasks of the educational material to the age and individual characteristics of the students, which made it possible to distinguish the following components of the scientific and research competences of teachers: subject-methodical, STEM - integrative, technological-digital, projective.