Criteria and indicators for assessing the formation of research competence of the future teacher of history and social sciences in the process of professional training

The article, based on the analysis of scientific and methodical literature and practical experience of training future history teachers, describes the approaches to defining the concept of "research competence", describes the optimal ways of its formation in future history teachers. The concept "the research competence of the future history teacher is based on the trajectory of the individual and professional development of the teacher, which in turn reflects the motivation for scientific research, the level of mastery of the methodology of scientific research and the systematic involvement of students in the implementation of scientific research projects within the discipline." An analysis of scientific approaches to determining the structural components of the research competence of the future teacher of history and social science disciplines in the process of professional training was carried out. The relevance of the problem of forming the research competence of the future teacher of history and social science disciplines in the process of professional training is revealed. It has been substantiated and proven that the competence approach in education allows considering research competence as a key component of teacher professionalism. The structure of the research competence of the future history teacher has been specified, which includes the following components: motivational-value, procedural-activity, information-communication, communicative, personal-creative, professional-reflexive. The contents of the components and levels of formation of the research competence of the future teacher of history and social science disciplines in the process of professional training are disclosed