RESEARCH-BASED LEARNING AS A MEANS OF FORMING PRODUCTION FUNCTIONS FOR FUTURE HIGHER EDUCATION TEACHERS

Modern pedagogy and pedagogical psychology develop new educational technologies built on research and project-based learning. Modern experts noticed an increased interest in research of their colleagues in terms of the research-based learning using «project methods» at the beginning of the twentieth century, in developments of educators, psychologists and domestic scientists, as well as specialists from western countries who have preserved and developed traditions of active use of productive learning methods. One of the tasks of modern educational process is to train professionals who are in demand on the labour market, competent, responsible and have excellent professional skills. For modern society it is not enough only to master a certain amount of knowledge from different disciplines. The development of the students' independence and formation of research skills is the main purpose of education. Furthermore, these are the very qualities which modern professionals need to work effectively in the quick-changing world. The level of professional training in scientific research depends on how well specialist's research skills are established. An institution of higher education is the very place where such training should be provided for future specialists who will be able to adapt to the conditions and requirements of the labour market and use new technological developments, apply their creative and research skills. These skills do not appear by themselves, they need to be formed and developed in the course of specially selected learning forms and methods. Since the beginning of the twenty-first century it has become increasingly clear that the research skills are needed not only by those whose lives are related or will be related to scientific work, but also by future higher education teachers who must not only have sufficient knowledge in their field but also an ability to perform qualified research. That is why research-based learning used to form production functions of future higher education teachers requires a separate study because a student researcher is not only an analyst, he also enriches his professional values for his future profession. The article has analysed the research-based learning as a means of forming production functions of future higher education teachers. The analysis of studies on this issue has been performed and such notions as «exploratory behaviour», «research-based learning of future higher education teachers» and their definitions have been suggested. Such concepts as «design process», «research», «research-based learning», «exploratory behaviour» have been analysed in relation to each other. The content of production functions of future higher education teachers as well as content and skills, which correspond, to them have been considered.