ACQUIREMENT OF RESEARCH COMPETENCE BY FUTURE TEACHERS OF BIOLOGY AS THE NEED OF THE HOUR

Introduction. The article reveals the contradiction between the necessity to build an educational process in a secondary school on the basis of a competent approach and, more generally, traditional approaches to the acquisition of research competence by future teachers in higher pedagogical educational institutions. This necessitates the search for new educational technologies, forms, methods and techniques that will provide training for highly effective specialists with advanced research capabilities. The obstacles hindering the process of acquiring research competence of future biology teachers are identified (prevalence of reproductive methods in the process of learning, insufficient experience of students' research and scientific research activity, insufficient attention to personally oriented and activity oriented approaches, exclusion from the curricula of junior students of such discipline as «Fundamentals of scientific research»; weak link between higher educational establishments, schools and out-of-school specialized institutions; the advantage of graduate magistrate Works on «pure» biology over diplomas of methodological direction). The purpose of this article is to substantiate the necessity of acquisition of research competence of future biology teachers in the system of higher education, to make an analysis of domestic and foreign experience on this problem, and on this basis to reveal their own vision of the essence of the research competence of the future teacher of biology. Originality. In the historical aspect, the reasons for the appearance and content of the terms «competence», «research competence», «research competence of a teacher of biology» in the domestic system of education are revealed. Issues concerning the acquisition of research competence by future teachers of biology as a priority area of their professional training are covered. In this case, the process of formation of research competence is considered as an active and conscious process, during which the function of the teacher is considered as a facilitation and advisory one. The place of research competence in the teacher's professional (integrative) competence is analyzed and its features as a key competence are substantiated. Conclusion. On the basis of the analysis of domestic and foreign experience, the actual vision of the essence of the research competence of the future teacher of biology is revealed and the definition of this definition is made. Further research will be aimed at determining the criteria for the acquisition of research competence by future biology teachers during a pedagogical experiment.