The model of formation of research competence of the future teacher of history in the process of professional training

The article analyzed the theoretical aspects of the researched problem, in particular: clarified the essence of the concepts ""competence", "research competence of a teacher", formed the concept "model of the formation of research competence of a future history teacher in the process of professional training". It is clarified that the research competence of the teacher is an integral characteristic of the individual, which consists in the readiness and ability to independently assimilate and obtain new knowledge as a result of transferring the semantic context of activity from functional to transformative, based on acquired knowledge, abilities, skills and own professional activity. It was determined that the model for the formation of the research competence of the future history teacher in the process of professional training should include four meaningful blocks: the target block, the content block, the organizational and technological block, the result block. Among the main components of a teacher's research competence, we distinguish the following as components of research activity: the ability to formulate the goal, task and hypothesis of research (design component); the ability to develop a source base based on the research problem (informational component); the ability to determine the methods of organization and conduct of research, the ability to develop an experiment program (analytical component); the ability to determine the practical focus of research (practical component). Pedagogical conditions for the formation of the research competence of future history teachers in the process of professional training are defined, in particular: ensuring the research orientation of the content of disciplines according to the educational program (hereinafter – OP) 014.03 "Secondary education (History)"; immersion of future history teachers in active extracurricular project-research activities within the scope of implementation of the selective component under the OP; awareness by future teachers at the level of beliefs of the importance of research competence for professional activity