Research Approach in Methodological Future Science Teacher Training

The article is devoted to a research approach implementation in the methodological training of future science teachers. The author emphasizes the need to develop research competence in higher education students majoring in the subject specialty 014.15 Secondary Education (Natural Sciences) and obtaining a professional qualification of a teacher of natural sciences, physics, chemistry, and biology to work in the New Ukrainian School. The article’s purpose is to reveal the essence of the research competence of future science teachers and the peculiarities of implementing the research approach in their methodological training. It has been established that the research approach involves the organization of the educational process in which learning takes place through research activities. The research competence of future science teachers is interpreted as an integrative quality of a personality that combines motivation for research, methodological knowledge and knowledge of research technologies, research skills, the ability to carry out research activities, organize them with students in teaching science subjects, and evaluate their effectiveness. It is determined that this research competence combines motivational, cognitive, activity-operational, and reflective components. The importance of methodological disciplines in the formation of research competence of future teachers of natural sciences, physics, chemistry, and biology is emphasized. It has been found that the research approach in the methodological training of future teachers requires the use of specific teaching methods and technologies (project, contextual, case technology, research laboratory work). It contributes to the research competence of higher education students development, in particular, their ability to organize students’ research activities in science classes in general secondary education institutions.