IMPLEMENTATION OF RESEARCH PARADIGMS IN PEDAGOGIC EDUCATION OF GREAT BRITAIN

The given article deals with the problem of professional training of teacher-researcher in the institutes of higher education of Great Britain. It is underlined, that the systematic and purposeful training of school teachers in Great Britain began in the XIX-th century. In the beginning of the XX-th century the principle elements of the professional school teacher training were developing: i.e.: providing of the general pedagogic training, subject-methodological training and teaching practice. By the middle of the XX-th century three level national educational system had finally been developed. It included a primary phase, a secondary stage and then further and higher education. Thus, the organization and content of professional pedagogic training of future teachers at pedagogic universities and colleges were undergoing significant changes during the whole XX-th century. The most controversial issues of the period were the following: the correlation of professional and general training, special and professional pedagogic training as well as pedagogic and methodological school teacher training. Towards the end of the XX-th century the problem of correlation of teaching and research work in contemporary teacher's activity has gained its popularity. The beginning of the XXI-st century has given this issue further development. Today in British educational system the very teacher-researcher is much in demand. Being the result of transformation of the world's as well as British educational system, the new educational paradigm is being established in the XXI-st century. It aims to change accents in position of a contemporary teacher: i.e.: from a mere functional executor one develops into teacher-researcher, possessing a great creative potential, ability to reflexively think, constant self-education and perfection of one's professional pedagogic activity. The research work is a complicated, continuous and dynamic process, which comprises teacher's cognitive activity and creative potential, ability to reflexively think as well as readiness for professional self-education and self-perfection. All the features mentioned above aim to search for and involve new technologies in teaching, form practice-oriented knowledge and values of the youth. The research paradigm provides such higher educational system formation by which learning material, training a research culture and intellect development are indivisible processes. The research paradigm in educational system cultivates value-oriented treatment towards the activity, as it supplies the conditions for the individual research trajectory formation